scholarly journals Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students

2020 ◽  
Author(s):  
King Costa ◽  
Nisi Thusi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Student Centered ◽  
Innovative Teaching ◽  
Teaching Learning

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Serious games in the context of people with cognitive disabilities: a case study (Preprint)

2017 ◽  
Author(s):  
William Manoel Menezes ◽  
Jorge Correia Neto ◽  
Moacyr Cunha Filho ◽  
Guilherme Villar
Keyword(s):  
Learning Process ◽  
Serious Games ◽  
Teaching And Learning ◽  
Cognitive Disabilities ◽  
Relevant Information ◽  
Educational Game ◽  
Social Aspect ◽  
The Social ◽  
Teaching Learning

BACKGROUND While traditional video games provide amusement, with the advent of serious games (SG), it has raised the potential and the results that can be achieved from the games, these artifacts, whose main differentials are the fact that they are naturally playful and motivators. While in the 1990s, the games aimed only at entertainment, nowadays teaching and learning combine with entertainment and become the main goals to be achieved through the SG. A strong example of SG application is for motivation and help in the formal or special teaching-learning process acting as a pedagogical tool. In this sense, the following question arises: What are the characteristics and interface resources considered adequate to compose the interface of a serious game that have educational objectives directed to people with Williams-Beuren Syndrome? Here's the motivation guide for this article. OBJECTIVE Elementary mathematics education for people with Williams Syndrome METHODS An exploratory and descriptive study,using qualitative and quantitative approaches. RESULTS The results portfolio obtained from the WBS user experience assessment presents the confidence rectangle within the "desirable" quadrant. This is what a project program is, since scientifically this is one of the biggest difficulties reported by unlock authors, it is not possible to teach content and maintain playfulness. CONCLUSIONS The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public. But we did not just develop; we decided to go beyond and document the entire process of engineering and gamification, based on data obtained throughout this study of design and design of a serious educational game prototype that contained in its layout the ideal characteristics to mediate a teaching-learning process from its use, as well as document and outline a methodological process that may serve as the basis for further studies. Thus, we believe that the results and reflections raised from this study may, in the future, broaden the knowledge about the design of serious games for people with cognitive disabilities. The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public.

scholarly journals PERANAN PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN DALAM MENINGKATKAN KEBERANIAN MENGEMUKAKAN PENDAPAT SISWA

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Lina Marlina
Keyword(s):  
Learning Process ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Active Role ◽  
Vocational High School ◽  
Case Study Method ◽  
Strategic Role ◽  
Teaching Learning ◽  
The Impact

This research starts from the problems that appeared in Citizenship Education learning process which is recognized by lack of students’ activeness and low of courage level in expressing students’ opinions. The indication of lack the courage in expressing students’ opinions can be seen from the low of students’ activeness in learning process. Teachers have the most strategic role in learning process. The teachers Strategic role in learning process have the impact on students' competencies (knowledge, attitudes, skills). The competence of students’ will develop optimally depending on how teachers place them selves and students’ in teaching learning process. Based on the background above, the identification of this research formulation is how the teaching and learning of Citizenship Education can play an important role in improving the courage for the students’ to be able express opinions during the teaching-learning process easily. This research was conducted by the purpose to know how the Citizenship Education can play an important role in improving the courage to express students opinions in teaching-learning process. To achieve the objectives conducted qualitative research on the case study method of learning Citizenship Educationin at Vocational High School Pasundan I Serang City. Data collecting technique that used were observation, interview and documentation. From the result of analysis, it can be concluded that Citizenship Education in improving the courage express students opinions is able to change the situations of learning centere on teachers become students active role in achieving the learning objectives. Based on the findings of this research, it can be argued that the Citizenship Education in improving the courage to express students opinion have the potential to participate actively in the learning process and collaboration in a heterogeneous group.Keywords: learning, Citizenships Education, Courage, Expressing Opinions

Estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los estudiantes de la Universidad Tecnológica Ecotec-Facultad de Marketing y Comunicación con enfoque constructivista

2021 ◽  
Vol 2 (5) ◽  
pp. 6575-6584
Author(s):  
Yeimer Prieto López ◽  
Beatriz Loor Ávila
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Point Of View ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
The One ◽  
Teaching Learning ◽  
Technological University

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec.   Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

INOVASI PEMBELAJARAN PAI DENGAN PENGEMBANGAN MODEL CONSTRUCTIVISM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH

2017 ◽  
Vol 1 (1) ◽  
pp. 161-174
Author(s):  
Syaifuddin Syaifuddin
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Assessment Process ◽  
Student Centered ◽  
Lecture Method ◽  
Conventional Teaching ◽  
Learning Centered ◽  
The Impact

So far, the methods used by teachers in the learning process tend to conventional teaching methods which only includes students come , sit, write material that has been written by the teacher on the board , listening to the teacher explaining the material and do the work , using the lecture method . The impact, learning tends to be passive and bored quickly. This kind of learning situation is almost no opportunity for students to express their creativity, so the quality of the quality of learning also becomes low. Constructivism learning model seems to be one of the answers to these problems. Therefore, in this learning model students are preferred. Teaching and learning process in constructivism model student centered more colored than teacher centered. Constructivism model is more empowering for the class as a learning centered not for teaching; not teaching process but learning process. This is in accordance with the curriculum 2013, is autenthic assessment; assessment process and results.

scholarly journals PENGUASAAN GURU MATEMATIKA SEKOLAH MENENGAH TERHADAP PEMBELAJARAN INOVATIF BERBASIS PENELITIAN MELALUI KEGIATAN LESSON STUDY

Edusentris ◽  
2016 ◽  
Vol 3 (3) ◽  
pp. 227 ◽  
Author(s):  
Euis Eti Rohaeti ◽  
Heris Hendriana
Keyword(s):  
Mathematics Teachers ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Study Program ◽  
High Association ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

This is a descriptive study aimed to examine mathematics teachers’ ability to master various research-based innovative teaching approaches and their ability to plan, implementi, and assess their teaching and learning procesess. The subjects of this study are 16 mathematics teachers from four different districts in West Java who collaborated with 8 post-gradute students of STKIP Siliwangi Bandung as a part of Lesson Study program. The instruments of this study are an observation sheet and writen and oral interview with the teachers. The study revealed that:1) The teachers’ ability on mastering various innovative teaching learning approaches based on a research was at low level; 2) Teachers’ ability on planning, implementing, and assessing their teaching and learning process was at medium level; 3) There is high association between teachers’ ability on mastering various innovative teaching learning approaches based on a research and their abilities on planning and implementing teaching-learning process; 4) There is medium associationbetween teachers’ ability on mastering various innovative teaching learning approaches based on a research and their ability on assessing their teaching-learning process; 5) Lesson Study Activities between teachers and students as an effort to share reseacrh outcomes of university lecturers with school teachers. ABSTRAKPenelitian ini merupakan penelitian deskriptif yang bertujuan menelaah penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian yang dikaitkan dengan kemampuan guru dalam merencanakan, melaksanakan dan mengevaluasi pembelajaran yang dilakukannya. Subjek penelitian terdiri dari 16 orang guru sekolah menengah yang berasal dari 4 kabupaten yang berbeda di Jawa Barat yang berkolaborasi dengan 8 mahasiswa pasca sarjana Pendidikan Matematika dari sebuah STKIP di Badung dalam rangka kegiatan Lesson Study. Pengambilan data dilakukan melalui observasi pembelajaran dan wawancara lisan dan tertulis dengan guru tersebut. Hasil penelitian menunjukkan bahwa: 1) Penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian masih berada pada level rendah; 2) Kemampuan merencanakan, melaksanakan, dan mengevaluasi pembelajaran berada pada level sedang; 3) Terdapat asosiasi yang tinggi antara penguasaan guru matematika terhadap beragam pembelajaran inovatif berbasis penelitian dengan kemampuan merencanakan dan melaksanakan pembelajaran; 4) Terdapat asosiasi yang sedang antara penguasaan guru matematika terhadap beberapa pembelajaran inovatif berbasis penelitian dengankemampuan mengevaluasi pembelajaran; 5) KegiatanLesson Study antara guru dan mahasiswa merupakan upaya mendiseminasikan hasil penelitian para akademisi kepada guru di sekolah.

scholarly journals Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

2010 ◽  
Vol 11 (2) ◽  
pp. 33 ◽  
Author(s):  
Peter Bergström
Keyword(s):  
Learning Outcomes ◽  
Professional Learning ◽  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Assessment Process ◽  
Student Teacher Relationship ◽  
Beliefs About Teaching ◽  
Teaching Learning ◽  
Three Phases

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

scholarly journals DISCRETE AND INTEGRATED APPROACH AND THE IMPLICATIONS ON LANGUAGE TEACHING LEARNING MANAGEMENT

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 19-29
Author(s):  
Banun Havifah cahyo Khosiyono
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Whole Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Integrated Approach ◽  
Discrete Approach ◽  
Discrete Learning ◽  
Learning Management ◽  
Teaching Learning

This paper describes discrete and integrated approach and the implication on language teaching learning management. Discrete approach emphasizes on the teaching and learning a language discretely, whereas integrated approach emphasizes on the whole language, namely speaking, writing, listening, reading, pronunciation, grammar, and vocabulary. In fact, both are interrelated since discrete learning is the basis for integrated learning. Both should be implemented in the teaching learning process in the classroom so that students are able to use the language well. Therefore, the curriculum or the syllabus, teaching materials, teachers’ qualification, and classroom management should be prepared well.

scholarly journals Challenges in Ethiopian Teacher Education Pedagogy: Resistance Factors to Innovative Teaching-Learning Practices

2017 ◽  
Vol 6 ◽  
Author(s):  
Abiy Agegnehu Zewdu
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education And Training ◽  
Training System ◽  
Primary Teacher ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Curricular Materials ◽  
And Training

Quality is at the heart of any education and training system. It influences what trainees learn, how well they learn and what benefits they draw from their education and training. Whether a particular education and training system is of high or low quality can be judged in terms of input, output and process. Until recently, however, much discussion of educational quality has been centered on only system inputs in terms of the provision of teachers, educators, teaching materials and other facilities, and on output in terms of trainees’ achievement.  Little or no attention is given to the teaching-learning process, the dimension which involves what really happens in the classroom. This study thus aims at finding out the extent to which innovative approach to teaching and learning are employed in the Ethiopian primary teacher training classrooms, to identify the factors that affect its implementation, and to recommend better ways and means for further improvement. In conclusion, the study found that traditional lecture methods, in which teachers talk and students listen, dominate most classrooms. The common obstacles to the employment of innovative methods of teaching as found out by this study are: the Ethiopian tradition of teaching, lack of institutional support, and learning resources, teachers’ lack of expertise, inappropriate curricular materials and student teachers’ lack of prior experience to actively participate in the teaching and learning process.

scholarly journals A practical representation of NFT pedagogy in a learning environment

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Active Teaching ◽  
Innovative Methods ◽  
Theoretical Perspectives ◽  
Educational Processes ◽  
Teachers And Students

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT.

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