scholarly journals An exploration on learning experience and teaching strategies of art and physical activities in free-semester system

2019 ◽  
Vol 30 (4) ◽  
pp. 841-855
Author(s):  
박혜연
Keyword(s):  
Teaching Strategies ◽  
Learning Experience ◽  
Physical Activities

Flowing Down Bengawan Solo: An Interdisciplinary Lesson Model on Music and Rivers

2021 ◽  
pp. 104837132110262
Author(s):  
Jui-Ching Wang
Keyword(s):  
Teaching Strategies ◽  
Natural Environment ◽  
Cultural Context ◽  
Learning Experience ◽  
Interdisciplinary Approach ◽  
Global Learning ◽  
The World ◽  
Historical Periods

Music cannot be separated from its historical, geographical, and cultural context; therefore, it is important that students be taught music from a variety of genres, cultures, and historical periods relevant to the music to which they are introduced. In this article, I introduce an interdisciplinary approach through contextualization of the content of music, using it to lead to the study of related works in various disciplines. Using a song inspired by Indonesia’s Solo River, a lesson sample demonstrates teaching strategies that motivate students to engage in integrative thinking. By exploring music’s connection with relevant subjects to teach about the natural environment, this contextualized lesson presents a global learning experience to broaden students’ knowledge of the world. Contextualizing the content of Bengawan Solo illustrates how history and culture shaped the song and demonstrates how this work can be used as a springboard for students’ exploration of its history, geography, and ecology.

In Search of Presence: A Systematic Evaluation of Evolving VLEs

2003 ◽  
Vol 12 (5) ◽  
pp. 512-522 ◽  
Author(s):  
Melissa Markaridian Selverian ◽  
Ha Sung Hwang
Keyword(s):  
Social Presence ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Learning Objectives ◽  
Systematic Evaluation ◽  
Original Research ◽  
Spatial Presence ◽  
Analysis And Synthesis ◽  
High Level

In an attempt to understand better the unique characteristics of an increasing popular, prevalent form of sense-engaging and interactive multimedia learning experience often called the “virtual learning environment” (VLE), this study systematically evaluates and analyzes the findings of seventeen original research studies in terms of technologies, teaching strategies, presence, and learning. This evaluation identifies potentially significant relationships among these variables in VLEs with both low-and high-level learning objectives, from memorization and repetition to analysis and synthesis. The findings suggest, first, that, when technologies and teaching strategies are presented through a one-way immersion of the senses, learners most often respond with experiences of spatial presence; when technologies and teaching strategies are socially interactive in format, learners most often respond with experiences of social presence. This evaluation, importantly, suggests that levels of spatial presence may correlate with the achievement of lower-level learning objectives, that levels of social presence may correlate with the achievement of higher-level learning objectives, and that levels of spatial and social presence together may correlate most strongly with the achievement of higher-level learning objectives. The evaluation, finally, identifies a need and establishes a course for the consideration of presence in future VLE design and research.

scholarly journals Using the Statistical Process Control to evaluate the learning process in Higher Education / Aplicación del Control Estadístico de Procesos para la evaluación de procesos de aprendizaje en la Educación Superior

2021 ◽  
Vol 3 (5) ◽  
pp. 3730-3749
Author(s):  
Ana Gessa-Perera ◽  
Eyda Lucía Marín-Ramírez ◽  
María del Pilar Sancha-Dionisio
Keyword(s):  
Higher Education ◽  
Process Control ◽  
Statistical Process Control ◽  
Teaching Strategies ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Material ◽  
Statistical Process ◽  
Computer Based Learning ◽  
Control Charting

The purpose of this paper is to propose an approach for incorporating Statistical Process Control (SPC) charting technique to monitor and continuously improve the learning processes by monitoring the satisfaction of students who used an interactive computer-based learning material, which was produced to solve problems in the Operation Management course. By applying SPC methods, the authors examine the sources of process variation (common or special causes) and analyse the ability of teaching strategies to ensure the acquisition and development of the competencies and skills demanded in current university studies. A total of 184 students participated in the learning experience. The findings show that the learning process is under control and therefore the variation of process is due to common causes. However, the Capability Analysis carried out, reveals that process has not enough capacity to achieve the specifications required by the teachers involved in the educational project. This quantitative approach will not only allow self-assessment, but can be used for comparative purposes (other teaching strategies, colleges, etc.). Thus, the control charting is a complementary assessment technique that should be included within the current Quality and Learning Assurance Systems at higher education institutions.

Teaching Strategies Interspersed With Collaborative and Write Shop Activities: A Cooperative Learning Experience in Writing Classes

10.17158/214 ◽  
2011 ◽  
Vol 17 (1) ◽  
Author(s):  
Judith D. Dalagan ◽  
Maria Elena C. Morales ◽  
Fe Monique F. Musni
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Correlation Method ◽  
Problem Definition ◽  
Class Session ◽  
Writing Classes ◽  
Significant Relationships ◽  
Collaborative Activities

Using correlation method, the researchers assessed how strongly cooperative learning activities are related to each of the outcome variables namely—the student’s output and academic performance. They also determined the linear relationship between teaching strategies and the same outcome variables as mentioned. For the descriptive part, the study reveals that the collaborative activities and write shops in English 3, and the teaching strategies used are positively accepted by the students. The level of student’s output based on judge’s evaluation in terms of Problem Definition, Content and Structure, Organization, Format and Mechanics is generally satisfactory. Findings of the study reveal that student’s output is not affected by the class session. Although they fail to establish significant relationships between the following pairings of variables namely—cooperative learning to student’s output and teaching strategies to student’s output, these results in contrast succeed in showing the significant relationships between the following correspondences of variables such as cooperative learning to academic performance and teaching strategies to academic performance.

Effects of Teaching Strategies on Group Dynamics and Individual Learning

1995 ◽  
Vol 39 (20) ◽  
pp. 1326-1329
Author(s):  
Rebecca Denning ◽  
Philip J. Smith
Keyword(s):  
Treatment Group ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Group Dynamics ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Individual Learning ◽  
Multi Media ◽  
Media Learning ◽  
Critical Resources

The purpose of this study is to investigate the use of adaptive teaching strategies to enhance training in cooperative learning settings. The Biology Sleuth is a multi-media learning environment developed as a testbed to vary the distribution of critical resources and the use of teaching strategies, and to study their effects on group dynamics and individual learning. Students work in a cooperative environment, aided by various resources including a knowledge-base, each other, the software, and the teacher. This study examines the effects of two teaching strategies in this environment and suggests these strategies can have a large impact on both group dynamics and individual learning. A 35% improvement (p < .05) was measured in the treatment group. This suggests that while many design features are chosen while developing training tools, designers also need to explicitly consider how these environments can be adapted during use to maximize the learning experience.

scholarly journals Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

2020 ◽  
Vol 12 (4) ◽  
pp. 393-410
Author(s):  
Reynold Culimay Padagas ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Structured Interview ◽  
The Philippines ◽  
Clinical Instructors ◽  
Teacher Student ◽  
Assessment Of Student Learning

Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

scholarly journals Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study

2021 ◽  
Vol 11 (7) ◽  
pp. 347
Author(s):  
Ranjit Vijayan
Keyword(s):  
Mental Health ◽  
Teaching Strategies ◽  
Low Income ◽  
Topic Modeling ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Experience ◽  
Treatment Strategies ◽  
The Impact

The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.

scholarly journals The New Innovation of Learning Strategy during Pandemic for State Islamic University of North Sumatera Students

2021 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Tasya Tribuanaswary ◽  
Putri Rahmadani ◽  
Emeliya Sukma Dara Damanik
Keyword(s):  
Teaching Strategies ◽  
Learning Strategy ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Goals ◽  
Key Points ◽  
New Knowledge

This paper focused on discussing about the responses of students in State Islamic University of North Sumatera about the implementation of a new innovation in learning activities during this pandemic. In this case, all information is explored through interviews and giving some several questions that related to the focus of this research. The questions are organized correspond to the key points that lead to research goals. The sample composed of four students who are regularly took part in learning activities during the pandemic which come from the different level at State Islamic University of North Sumatera. Each sample expressed their opinion on learning experience during this pandemic, such as about the new innovations that they found in teaching strategies which include the weaknesses and strengths. Therefore, the findings of this research are useful as the new knowledge that explores how the innovation can be relied in a part of learning activities optimally, accurately, and easily in achieving the learning goals, which can be a reference for the advancement of learning activities in Indonesia, especially in State Islamic University of North Sumatera.

scholarly journals Effective Teaching Strategies to Eliminate Spelling Problems Among Saudi English Language Undergraduates

2019 ◽  
Vol 9 (5) ◽  
pp. 317
Author(s):  
Dheifallah Altamimi ◽  
Radzuwan Ab Rashid
Keyword(s):  
University Students ◽  
Effective Teaching ◽  
Teaching Strategies ◽  
English Language ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Efl Learners ◽  
Effective Teaching Strategies ◽  
English Spelling

Saudi university students who learn English as a foreign language face multiple difficulties during the process of learning especially while mastering writing skill and its component (spelling). This paper aims to explore the most recommended teaching strategies to eliminate the Saudi university students&rsquo; spelling errors. The research participants were 15 students in English Language Department at Tabuk University and 15 English language lecturers from the same department. Group structured interviews were designed for the lecturers and students. The findings reveal that, there are different effective teaching strategies to master English spelling such as, practicing spelling, lecturers&rsquo; pedagogical practices and Learners&rsquo; Engagement. This paper concludes that, the spelling problems of EFL learners could be addressed by a variety of intervention strategies such as, instructors should be introduced to a range of teaching methods such as simulation situations where they can experience problems arising from poor spelling and roleplaying .Students should also be encouraged to engage in the learning process by setting tasks like, learning the spelling of a few selected words, which they can test each other on in pairs class and so evaluate their own and their peer&rsquo;s work. This paper hoped that, the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English.

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