scholarly journals Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Jignasa H. Joshi
Keyword(s):  
Cognitive Domain ◽  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Teaching Techniques ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Programmed Learning Material ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. It becomes more important at B.Ed. Level. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Inamdar, J.A (1981), Suthar, K.S (1981), Debi Meena Kumari (1989), concluded that Programmed learning method was more effective. Can the learning of cognitive domain be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students” is selected for the presentation.

Effectiveness of Programmed Learning Material in Teaching Basic Elements of Accountancy Subject for Students of Standard XI in References to Scholastics Achievement

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Harshad B. Choksi ◽  
Ajay B. Raval
Keyword(s):  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Learning Technique ◽  
Programmed Learning Material ◽  
Power Point ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Patel, Bhanubhai(1993) and Sakhiya,R.B.(2006) also did an experiment for self-learning technique. They both found self-learning technique effective. Present study was differing from these two studies because researcher made PLM with the help of computer programme MS Power point. Students of Std-11(Commerce) were selected for the purpose of research. Can the subject “Basic elements of accountancy” be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “EFFECTIVENESS OF PROGRAMMED LEARNING MATERIAL INTEACHING BASIC ELEMENTS OF ACCOUNTANCY SUBJECT FOR STUDENTS OF STANDARD XI” is selected for the presentation.

scholarly journals Developing Programmed Learning Material for Teaching Science of CBSE Class IX

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Himanshu Tripathi ◽  
Dr. JE Merlin Sasikala
Keyword(s):  
Learning Task ◽  
Scientific School ◽  
Learning Material ◽  
Response Model ◽  
Immediate Feedback ◽  
Programmed Learning ◽  
Stimulus Response ◽  
Original Stimulus ◽  
Programmed Learning Material ◽  
History Of

We will begin by discussing the early history of programmed learning and showing how the interpretation of the term has evolved over the years. The origin of programmed learning had its roots in behavioural psychology- the new ‘scientific’ school of psychology that was pioneered by the American psychologist B F Skinner during the 1950’s. Behavioural psychology was based on what is generally referred to as the stimulus response (S-R) model of behaviour. One important feature of the original stimulus-response model of learning was the concept of successive reinforcement. Another feature is that a desired S-R bond would be firmly established if the learner was supplied with immediate feedback in the form of the correct answer immediately after attempting a particular learning task such as answering a question. Another feature of Skinner’s original theory was that each successive stimulus-response step should be small enough to ensure that the learner was nearly always correct in his or her response.

Effect on Achievement of Written Responses to Programmed Learning Material for Students of Differing Academic Ability

1964 ◽  
Vol 14 (3) ◽  
pp. 780-782 ◽  
Author(s):  
William Hatch Ashbaugh
Keyword(s):  
Relevant Literature ◽  
Response Mode ◽  
Academic Ability ◽  
Learning Material ◽  
High Ability ◽  
Written Responses ◽  
Programmed Learning ◽  
Main Effect ◽  
Programmed Learning Material ◽  
Covert Response

A review of the relevant literature suggests the hypothesis that (1) the requirement of overt (written) responses to the program interferes with learning for students of high ability and (2) facilitates learning for students of low ability. The hypothesis was tested in two different experiments which followed the same procedures but which utilized two different programs. Analyses of variance were made for the scores on a posttest and for the scores on a Σ Criterion Frames Test. All F values for interactions were nonsignificant, the main effect of response mode was nonsignificant except in one analysis which favored the covert response mode; finally, the main effect of ability was highly significant. In terms of immediate achievement students who responded covertly performed at least as well as students who responded overtly, and students who responded covertly spent significantly less time in reaching the same level of achievement. This conclusion appears to apply at both ends of the ability continuum.

scholarly journals Aprendizaje basado en proyectos colaborativos de entornos de programación a partir de proyectos de ingeniería civil

2017 ◽  
Vol 21 (2) ◽  
pp. 1 ◽  
Author(s):  
Rodrigo Fernando Herrera
Keyword(s):  
Active Learning ◽  
Project Based Learning ◽  
Teaching Staff ◽  
First Year ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Learning Techniques ◽  
Engineering Career ◽  
Self Learning ◽  
Academic Year

The objective of this research is to present and support the implementation of a teaching methodology based on active learning in a programming course taught to students of the first year of the civil engineering career. The active learning techniques used are project-based learning and collaborative learning. The research methodology is the study of three cases. The application of this methodology is supported by the increase in the percentages of achievement of the learning results obtained by the students of the same course in which this methodology was implemented (academic year 2015), to the detriment of students where a traditional methodology of teaching was applied (academic year 2013-2014). To evaluate the achievement, formative and summative evaluations were used by the teaching staff (heteroevaluation), and a self-assessment was implemented at the end of the course as well. From the obtained results it is evident that, when applying an active methodology, the students increase their achievement in each learning result; they reduce the gap between their perception of what is learned and the evaluation of teachers; and they improve their attitudinal skills (self-learning, teamwork, development and presentation of reports), among other benefits.

scholarly journals Innovación educativa en la enseñanza de la geología mediante nuevas tecnologías = Educational innovation in the teaching of Geology using new technologies

2018 ◽  
Vol 2 (1) ◽  
pp. 97
Author(s):  
Jose Eugenio Ortiz ◽  
Yolanda Sánchez-Palencia ◽  
Trinidad Torres
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Educational Innovation ◽  
Geological Structure ◽  
Teaching Methodology ◽  
Learning Approaches ◽  
Teaching Techniques ◽  
Learning Techniques ◽  
Innovación Educativa ◽  
Nuevas Tecnologías

ResumenUna de las maneras más útiles favorecer el aprendizaje se produce cuando se realiza visualmente y, más aún, de forma práctica. En asignaturas de ámbito geológico son especialmente importantes las salidas al campo para la comprensión de la materia. Sin embargo, dadas las limitaciones presupuestarias de los centros y temporales de los programas de las asignaturas, el número de prácticas de campo no son las que serían deseables. Para paliar estas circunstancias, se decidió acercar el Medio Geológico al alumno a través de las nuevas tecnologías. Para ello en diversas asignaturas de la E.T.S.I. Minas y Energía de Madrid se desarrollaron diversas técnicas de enseñanza y aprendizaje individuales y grupales empleando imágenes geológicas. Así, en este trabajo se presentan los cambios en la metodología de enseñanza con el objeto de mejorar el aprendizaje basado en el trabajo práctico personal del alumno. Para ello se elaboró, entre otras cosas, una amplia base de imágenes geológicas catalogadas por temática para utilizar tanto en las clases presenciales (teóricas y prácticas) y en cuestionarios de evaluación en la plataforma moodle. En las clases se introdujeron diversas técnicas de enseñanza para trabajar sobre las imágenes. En este caso, el alumno tenía que explicar al resto de componentes la estructura geológica que aparecía en diapositiva, estando sometido a sus preguntas y a posibles correcciones. Asimismo, los alumnos realizaron vídeos en los que explican los aspectos geológicos. De esta manera se pretendía que el alumno adquiriera conocimientos geológicos y el hábito de expresarse en público con un lenguaje técnico. Se ha observado una mayor motivación y adquisición de conocimientos geológicos por parte del alumnado. Todo ello ha llevado aparejado una mejora en las calificaciones en las asignaturas en las que se ha aplicado, reduciéndose el número de suspensos de forma significativa y aumentando las calificaciones más altas.AbstractOne of the most useful ways to promote learning occurs when it is done visually and, even more, in a practical way.Learning Geology requires, in addition to the conceptual and theoretical knowledge, a skill that is primarily achieved with practice in nature to understand forms and structures. Therefore, the teaching of geology and associated disciplines, requires carrying out internships in field. However, given the budget and temporal limitations of the programs, we consider that the number of field practices is not what would be desirable. This paper deals with the new teaching and learning approaches through the use of new technologies (ITC). The main objective is to bring the geological aspects of Nature to students using ITC. For this purpose, we developed several individual and group teaching and learning techniques using geological images in various subjects of the E.T.S.I. Minas y Energía de Madrid. Thus, this paper presents the changes in the teaching methodology in order to improve learning based on the student's personal practical work. To this end, a wide collection of geological images cataloged by theme was developed, in order to be used both in classes (theoretical and practical) but, mainly in evaluation questionnaires developed in “moodle”. We introduced teaching techniques to work on images. In this case, the student had to explain to others the geological structure that appeared on the slide, being subjected to their questions and possible corrections. Likewise, the students recorded videos in the field in which they explained geological concepts at various scales. In this way it was intended that the student acquire geological knowledge and the habit of expressing with a technical language. These new approaches have produced an increase in motivation and acquisition of geological knowledge of students, being reflected in the polls and accompanied by an improvement in grades.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

Programmed learning techniques: a survey

1965 ◽  
Vol 7 (7) ◽  
pp. 309-311
Author(s):  
A.J. BEAUMONT
Keyword(s):  
Programmed Learning ◽  
Learning Techniques
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