Topics and Comments: A Student-Feedback Technique for Evaluating the Influence of an Instructional Approach

1993 ◽  
Vol 72 (2) ◽  
pp. 459-465 ◽  
Author(s):  
Mark B. Goor ◽  
Sandra S. Weeks ◽  
Gina L. Lomax ◽  
Stephen F. Davis
Keyword(s):  
Main Idea ◽  
Introductory Psychology ◽  
Student Feedback ◽  
Instructional Approaches ◽  
Feedback Process ◽  
Instructional Approach ◽  
Student Centered ◽  
Key Topics ◽  
The Way

An easily implemented, student-feedback technique, which indexes the influence of a lesson by evaluating students' recall of key topics and relevant comments made during class, is assessed by analyzing feedback collected after two types of lessons. Seven instructors requested feedback from 259 students in ten sections of introduction to psychology. Data indicate that this student-feedback process is sensitive to instructional approaches. Specifically, when comparing lecture presentations with student-centered activities in introductory psychology classes, feedback varied in terms of (a) the way students phrased the key idea, (b) the percent of comments attributed to instructors versus peers, (c) the relevance of those comments, and (d) students' agreement on the main idea of the lesson.

scholarly journals Using Learner-centered Instructional Approach to Foster Students’ Performances

2019 ◽  
Vol 9 (9) ◽  
pp. 1074
Author(s):  
Preeti Jaiswal
Keyword(s):  
Instructional Design ◽  
Language Learning ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Instructional Approaches ◽  
Instructional Approach ◽  
Learning Program ◽  
Student Centered ◽  
Holistic View ◽  
Learner Centered

This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional design provides valuable guidelines to organize lessons as a systematic instructional design process. It focuses on the instructional learning outcomes and how to organize specific instructional events to facilitate effective learning experiences in order to accomplish the intended learning objectives. Applying Gagne's nine stages of learning administers a systematic learning program as it presents a structured framework for lesson planning and a holistic view to the teaching learning process. Prior to using this series of nine levels of learning, students were given a pretest, in order to understand the stratum of active and passive vocabulary they utilize in language learning. At the end of the study, students were evaluated by a post test. The results demonstrated that learner centered instructional approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary knowledge in language learning therefore, such learner centred instructional approaches are cogent for paving higher educational academic accomplishments and promoting learner autonomy.

U-Pace: Enhanced Student Learning Through a Student-Centered Instructional Approach

2010 ◽  
Author(s):  
Katie A. Ports ◽  
Jessica L. Barnack-Tavlaris ◽  
Diane M. Reddy ◽  
Raymond Flemming ◽  
Rodney A. Swain
Keyword(s):  
Student Learning ◽  
Instructional Approach ◽  
Student Centered

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

A FAST CHINESE CHARACTERS ACCESSING TECHNIQUE USING MANDARIN PHONETIC TRANSCRIPTIONS

1988 ◽  
Vol 02 (01) ◽  
pp. 105-137 ◽  
Author(s):  
C.C. CHANG ◽  
H.C. WU
Keyword(s):  
Main Idea ◽  
Chinese Characters ◽  
One To One ◽  
Hashing Function ◽  
Perfect Hashing ◽  
The Way

In this paper, we consider the problem of how to design a minimal perfect hashing function which is suitable for the Mandarin Phonetic Symbols system. Our main idea is inspired by Chang’s letter-oriented minimal perfect hashing scheme. By using our hashing function, 1303 Mandarin phonetic symbol transcriptions will be hashed to 1303 locations in the way of one-to-one correspondence.

scholarly journals Enriching CBT by Neuroscience: Novel Avenues to Achieve Personalized Treatments

2020 ◽  
Author(s):  
Kristoffer N T Månsson ◽  
Ulrike Lueken ◽  
Andreas Frick
Keyword(s):  
Mental Disorders ◽  
Common Mental Disorders ◽  
Behavioral Therapy ◽  
Therapy Outcomes ◽  
Efficient Treatment ◽  
Related Research ◽  
Number Of Patients ◽  
Key Topics ◽  
Selection Of ◽  
The Way

Abstract Although cognitive behavioral therapy (CBT) is an established and efficient treatment for a variety of common mental disorders, a considerable number of patients do not respond to treatment or relapse after successful CBT. Recent findings and approaches from neuroscience could pave the way for clinical developments to enhance the outcome of CBT. Herein, we will present how neuroscience can offer novel perspectives to better understand (a) the biological underpinnings of CBT, (b) how we can enrich CBT with neuroscience-informed techniques (augmentation of CBT), and (c) why some patients may respond better to CBT than others (predictors of therapy outcomes), thus paving the way for more personalized and effective treatments. We will introduce some key topics and describe a selection of findings from CBT-related research using tools from neuroscience, with the hope that this will provide clinicians and clinical researchers with a brief and comprehensible overview of the field.

scholarly journals Instructor-learner body coupling reflects instruction and learning

2021 ◽  
Author(s):  
Yafeng Pan ◽  
Suzanne Dikker ◽  
Yi Zhu ◽  
Cuirong Yang ◽  
Yi Hu ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Support Vector ◽  
Learning Approaches ◽  
Instructional Approaches ◽  
Instructional Approach ◽  
Logistic Regression Models ◽  
Physical Motion ◽  
Time Interaction ◽  
Motion Energy ◽  
Instruction And Learning

It is widely accepted that nonverbal communication is crucial for learning, but the exact functions of interpersonal coordination between instructors and learners remain unclear. Specifically, it is unknown what role instructional approaches play in the coupling of physical motion between instructors and learners, and crucially, how such instruction-mediated Body-to-Body Coupling (BtBC) might affect learning. We used a video-based, computer-vision Motion Energy Analysis (MEA) to quantify BtBC between learners and instructors who used two different instructional approaches to teach psychological concepts. BtBC was significantly greater when the instructor employed a scaffolding approach than when an explanation approach was used. The importance of instructional approach was further underscored by the fact that an increase in motion in the instructor was associated with boosted BtBC, but only during scaffolding; no such relationship between the instructor movements and BtBC was found during explanation interactions. Finally, leveraging machine learning approaches (i.e., support vector and logistic regression models), we demonstrated that both learning outcome and instructional approaches could be decoded based on BtBC. Collectively, these results show that the real-time interaction of teaching and learning bodies is important for learning and that instructional approach matters, with possible implications for both in-person and online learning.

scholarly journals Pedagogical Translanguaging

2021 ◽  
Author(s):  
Jasone Cenoz ◽  
Durk Gorter
Keyword(s):  
Open Access ◽  
Metalinguistic Awareness ◽  
Minority Languages ◽  
Instructional Approach ◽  
Language Of Instruction ◽  
Specific Approach ◽  
School Contexts ◽  
The World ◽  
Different Parts ◽  
The Way

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

scholarly journals PHENOMENOLOGY OF PERCEPTION OF ARCHITECTURAL MONUMENTS BY STUDENTS ACQUIRING ART EDUCATION

2020 ◽  
Vol 6 (1) ◽  
pp. 149-156
Author(s):  
Bohdanova Yu. ◽  
◽  
Klymko Z. ◽  
Keyword(s):  
Art Education ◽  
Main Idea ◽  
Phenomenology Of Perception ◽  
The Future ◽  
National University ◽  
Good Learning ◽  
The Impact ◽  
Major Project ◽  
The Way

The article deals with the impact of a phenomenology of perception in the depiction of objects in Ivan Levynsky’s works during a graphic plein air for students of the Institute of Architecture of Lviv Polytechnic National University, held in the summer of 2019. The main idea of ​​the event was to try to depict houses and their details not in a dry and academic manner, but emotionally, the way the author intuitively understands and feels an object. In the future such quick sensory-based tasks will be a good learning base for the first stage of a major project – it will be its rough sketch.

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