Different approaches to learning and teaching

2018 ◽  
pp. 15-32
Keyword(s):  
Approaches To Learning ◽  
Learning And Teaching

scholarly journals Evaluating the introduction of team-based learning in a pharmacy consultation skills module

2020 ◽  
pp. 151-157
Author(s):  
Simon Tweddell
Keyword(s):  
Thematic Analysis ◽  
Teaching Strategy ◽  
Approaches To Learning ◽  
Pharmacy Education ◽  
Learning And Teaching ◽  
Written Comments ◽  
Team Based Learning ◽  
Course Material ◽  
Consultation Skills ◽  
Evaluation Survey

The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of- year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

Language Problems of First Year Science Students

2011 ◽  
pp. 1-17
Author(s):  
Felicia Zhang
Keyword(s):  
Language Learning ◽  
International Student ◽  
Tertiary Education ◽  
Approaches To Learning ◽  
First Year ◽  
Student Body ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Language Needs ◽  
The University

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

Approaches to learning and teaching

1979 ◽  
pp. 16-27
Author(s):  
Audrey Aarons ◽  
Hugh Hawes ◽  
Juliet Gayton
Keyword(s):  
Approaches To Learning ◽  
Learning And Teaching

scholarly journals MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION

2019 ◽  
Vol 18 (3) ◽  
pp. 435-449 ◽  
Author(s):  
Mitja Slavinec ◽  
Boris Aberšek ◽  
Dino Gačević ◽  
Andrej Flogie
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
Real Life ◽  
Approaches To Learning ◽  
Integrated Approach ◽  
Stem Learning ◽  
Solar Chimney ◽  
Transdisciplinary Approach ◽  
Learning And Teaching ◽  
Life Problems

Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching. In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. Keywords: industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity.

scholarly journals Didactic Strategies and Competencies of Gifted Students in the Digital Era

2015 ◽  
Vol 5 (2) ◽  
pp. 55-72
Author(s):  
Grozdanka Gojkov ◽  
Aleksandar Stojanović ◽  
Aleksandra Gojkov-Rajić
Keyword(s):  
Critical Thinking ◽  
Gifted Students ◽  
Approaches To Learning ◽  
Master's Students ◽  
Learning And Teaching ◽  
Digital Era ◽  
Intellectual Autonomy ◽  
Development Of Competencies ◽  
Didactic Strategies ◽  
Independent Thinking

This paper presents the findings of explorative research undertaken on an intentional sample consisting of 112 master’s students of pedagogy in Serbia, assumed to be potentially gifted and to have demonstrated academic giftedness, since their average mark during their studies was above 9.00 on a scale of 1.0 to 10.0. The intention was to examine the influence of didactic strategies and methods on the competencies of gifted students and thus verify the hypothesis on the significance of certain didactic strategies and methods for the contribution of higher education teaching in order to encourage intellectual autonomy in learning in the case of gifted university students. The method of systematic non-experimental observation was used, accompanied by an assessment scale used by students to estimate the level of the presence of the listed strategies, methods or procedures during studies and to what an extent learning and teaching strategies used in lectures, exercises, seminars, and consultations addressed their needs and contributed to the development of competencies. When making a choice between didactic strategies, methods and procedures, particular attention was paid to the 52 offered methods in order to include 30 of those that refer to problem learning,creative approaches to learning, critical autonomy etc., and for the list of 35 competencies of which 30 refer to independent thinking and are elements of critical thinking and indicators of, above all, approaches to the learning of gifted students. The essential finding was that the achieved competencies with higher average values were, mostly, those that are important for intellectual functioning, but that were not directly connected to what explains critical thinking, intellectual autonomy, as well as to the knowledge of basic concepts, the understanding of facts, and the giving explanations of events. 

scholarly journals Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning

2019 ◽  
Author(s):  
John Stoszkowski ◽  
Liam McCarthy
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Research Study ◽  
Approaches To Learning ◽  
Study Data ◽  
Learning Potential ◽  
Approach To Learning ◽  
Learning And Teaching

Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As part of a larger research study, data were collected at two UK universities, using an online survey that was intended to elicit their perceptions and experiences of a module designed using heutagogical principles. Results indicate that foundational knowledge, skills and attitude are a requirement for, and an outcome of, heutagogical learning. Potential implications for the use of heutagogical approaches to learning and teaching are discussed.

Social Exclusion or Inclusion

2013 ◽  
pp. 90-106
Author(s):  
Gráinne Conole
Keyword(s):  
New Technologies ◽  
Approaches To Learning ◽  
Participatory Culture ◽  
Social Networking Site ◽  
Open Educational Resources ◽  
Learning And Teaching ◽  
Effective Use ◽  
Immense Potential ◽  
Learning Interventions ◽  
Teaching Ideas

This chapter focuses on the implications of the changing digital landscape for education and in particular the implications for learners, teachers, and institutions. It begins by providing an overview of these new technologies and their associated characteristics. It then provides some examples of the ways in which these technologies are harnessed to foster different pedagogical approaches. It is evident that these technologies have immense potential to support more innovative approaches to learning, enabling more personalised and learner-centred approaches. However, there are also a number of downsides to using these technologies. The chapter outlines these and suggests that a new digital divide is being created between those who are able to be part of this new participatory culture and those who are excluded. It argues that we need to change the ways in which we design, support, and assess learning. It provides three case studies that attempt to do this: (1) the creation and use of Open Educational Resources and associated practices; (2) Cloudworks, a social networking site for sharing and discussing learning and teaching ideas; and (3) a new learning design methodology which aims to help guide practitioners in creating learning interventions that make effective use of new technologies.

scholarly journals English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds

2017 ◽  
Vol 8 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Kate Berniz ◽  
Andrew Miller
Keyword(s):  
Cultural Landscape ◽  
English Language ◽  
Ad Hoc ◽  
South Australia ◽  
Approaches To Learning ◽  
Linguistically Diverse ◽  
Learning And Teaching ◽  
Language Support ◽  
The University ◽  
University Settings

Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.

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