scholarly journals Context based learning in chemistry: Chemistry in Sport [part 2]

2016 ◽  
pp. 55-56
Author(s):  
Tina Overton ◽  
Nicholas Potter
Keyword(s):  
Intellectual Development ◽  
Independent Study ◽  
Alternative Methods ◽  
Mind Mapping ◽  
Learning Resource ◽  
Web Based ◽  
Perry Scheme ◽  
Part Time ◽  
Teaching Learning ◽  
Mi Theory

A learning resource for part-time 1st year foundation degree students was designed to be completed entirely by independent study. The course presented chemistry in the context of sport and investigated the use of a number of alternative methods of teaching/ learning, including:● The Perry Scheme of Intellectual Development● Multiple intelligences (MI) Theory● Problem-Based Learning (PBL)● Context Based Learning (CBL)● Mind Mapping● Case Studies● Web-based independent learningA website containing questions, hyperlinks to further content and external webpages was produced. The students’ response was positive. They enjoyed the course, found the context interesting and the presentation helpful. The assessment marks improved (a 5-6% increase) compared to a more traditional paper based course. As only eight students took the course these results cannot be seen as statistically significant but provide agood indication that this was an effective approach. In completing their assessments and pre and post questionnaires the students provided valuable feedback that will enable improvements to the learning resource.

scholarly journals Context based learning in chemistry: Chemistry in Sport [part 1]

2016 ◽  
pp. 53-54
Author(s):  
Tina Overton ◽  
Nicholas Potter
Keyword(s):  
Intellectual Development ◽  
Independent Study ◽  
Alternative Methods ◽  
Mind Mapping ◽  
Learning Resource ◽  
Web Based ◽  
Perry Scheme ◽  
Part Time ◽  
Teaching Learning ◽  
Mi Theory

A learning resource for part-time 1st year foundation degree students was designed to be completed entirely by independent study. The course presented chemistry in the context of sport and investigated the use of a number of alternative methods of teaching/ learning, including:● The Perry Scheme of Intellectual Development● Multiple intelligences (MI) Theory● Problem-Based Learning (PBL)● Context Based Learning (CBL)● Mind Mapping● Case Studies● Web-based independent learningA website containing questions, hyperlinks to further content and external webpages was produced. The students’ response was positive. They enjoyed the course, found the context interesting and the presentation helpful. The assessment marks improved (a 5-6% increase) compared to a more traditional paper based course. As only eight students took the course these results cannot be seen as statistically significant but provide agood indication that this was an effective approach. In completing their assessments and pre and post questionnaires the students provided valuable feedback that will enable improvements to the learning resource.

Paired Comparisons or Sorting? Comparing Web-Based Methods for Collecting Similarity Data for Large Stimulus Sets for Destination Image Positioning

2016 ◽  
Vol 56 (4) ◽  
pp. 482-495
Author(s):  
Ilona Pezenka
Keyword(s):  
Data Collection ◽  
Rating Scale ◽  
Destination Image ◽  
Alternative Methods ◽  
Paired Comparisons ◽  
Large Stimulus ◽  
Web Based ◽  
Perceptual Maps ◽  
Perceived Difficulty ◽  
Collection Methods

Destination image is among the most studied constructs in tourism research. Many researchers are still convinced that the rating scale method is the most accurate for assessing destination image. This study presents alternative methods of data collection, namely, free-sorting and reduced paired comparisons, and investigates their applicability in a Web-based environment. The study then subjects these data collection methods to empirical analysis and compares the judgment task’s effects on perceived difficulty, fatigue, and boredom, on data quality, and on perceptual maps derived with MDS. The findings demonstrate that these methods are more accurate whenever a large number of objects have to be judged, which is particularly the case for positioning and competitiveness studies.

scholarly journals PROMOTING MIND-MAPPING TECHNIQUE TO IMPROVE NURSING STUDENTS’ WRITING SKILL

2016 ◽  
Vol 1 (2) ◽  
pp. 14
Author(s):  
Yoyok Febrijanto
Keyword(s):  
Nursing Students ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Alternative Teaching ◽  
Successful Communication ◽  
Writing Skill ◽  
Good Writing ◽  
Teaching Learning ◽  
The Right ◽  
Writing Practice

A teacher can use many ways to make students easier to study writing. Mind-mapping is a way to solve problems in writing. This technique is chosen since it has many advantages. The main benefit is that it uses both halves of the brain which makes it easier to remember. Moreover, making mind-mapping is a creative process and a natural way to organize the thoughts and it is widely believed to ease a pathway towards successful communication. Nursing students mostly do not pay attention to their writing skill. There are some indications which show the students’ poor ability in writing, such as; the students do not organize their writing well, their ideas are not coherence, they do not use right tenses in the right context, they have lack of vocabulary and their understanding of mechanic is low. They also think that time for writing is limited. Because of these, they become unmotivated and have low interest in writing. Some students even give up and do not try to solve their problem. In this paper, the writer wants to describe the use of mind-mapping technique to build up a good writing practice as an alternative teaching learning process and to activate the students’ participation in the classroom.   Keywords: Mind-Mapping Technique, Writing Skill.

scholarly journals A Mind Mapping : A Strategy to Enhance Students’ English Grammatical Structure

Al-Lisan ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 213-229
Author(s):  
Furqon Edi Wibowo
Keyword(s):  
Learning Process ◽  
English Education ◽  
Grammatical Structure ◽  
Mind Mapping ◽  
Grammar Teaching ◽  
Problems And Solutions ◽  
Mapping Process ◽  
Direct Reactions ◽  
Teaching Learning ◽  
Teaching Grammar

The goal of this review was to study about the implementation of Mind Mapping in teaching grammar in the second semester of students of the Department of English Education at IAIN Surakarta. Observation and documentation were the instruments for collecting the data. These instruments were used to collect data on the Mind Mapping process in grammar teaching, problems and solutions. The data analysis technique started with data reduction, data display and verification. First, the findings revealed that the implementation of Mind Mapping in teaching grammar was only used to provide an overview of the material. It was developed by elaborating, questioning, and responding techniques or methods for transferring the material. Mind Mapping made the students active in giving feedback and become a measure in assessing  how far the students understood the material during the teaching-learning process, the students were very eager to analyze the material using Mind Mapping. It could be seen from their direct reactions during the teaching-learning process and observed the work of the student in the classroom. Second, there are some advantages to using mind mapping in grammar teaching. They were; (1) giving students an overview of the concept of grammar material; (2) making grammar easier to understand; and (3) helping students to easily memorize the concept of English grammatical structure.

scholarly journals Human Anatomy Module: An Interactive Web-Based Learning Resource

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Aaron Lee ◽  
Ran Zhao ◽  
Patrick Cooper ◽  
James Watras
Keyword(s):  
Human Anatomy ◽  
Learning Resource ◽  
Web Based ◽  
Web Based Learning

Céos: A Collaborative Web-Based Application for Improving Teaching-Learning Strategies

2018 ◽  
pp. 107-114
Author(s):  
Marcos Mincov Tenorio ◽  
Francisco Reinaldo ◽  
Rauany Jorge Esperandim ◽  
Rui Pedro Lopes ◽  
Lourival Gois ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Web Based ◽  
Teaching Learning

Teaching, Learning and Multimedia

2005 ◽  
pp. 60-72 ◽  
Author(s):  
Loreen M. Butcher-Powell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Streaming Video ◽  
Internet Research ◽  
The Internet ◽  
Student Centered ◽  
Web Based ◽  
Teaching Learning ◽  
Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

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