Critical Thinking Formation in the Scope of Connectivism

2021 ◽  
Vol 1 (2) ◽  
pp. 60-65
Author(s):  
Hangyan Yu
Keyword(s):  
Critical Thinking ◽  
Network Model ◽  
Learning Theory ◽  
Learning Theories ◽  
Learning Materials ◽  
Learning Procedure ◽  
New Learning ◽  
Key Concepts ◽  
Attention To Students ◽  
Previous Learning

Critical thinking (CT) formation is a complex and abstract process that hasn’t been studied comprehensively by any existing learning model today. Connectivism, a new learning theory of the information era, provides brand new perspectives to learning, thus has gained considerable attention. The purpose of this study is to examine CT formation in the scope of cognitivism by contrasting this theory to the previous learning theories. This study used the key concepts of chaos, network model, ecology, flow inhibitors, and flow accelerators in connectivism to illuminate some areas of the formation of critical thinking that have not been examined fully. In the scope of connectivism, this study also provides constructive suggestions to teachers to facilitate students’ critical thinking cultivation, i.e., introducing some learning materials that might trigger students’ critical analyzing; evaluating students’ learning procedure from a network perspective; paying more attention to students’ CT disposition development and establishing healthy CT ecology, etc.

Fundamentals of Learning Theories

2011 ◽  
pp. 347-352 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Critical Thinking ◽  
Transformative Learning ◽  
Learning Theory ◽  
Growth And Development ◽  
Learning Theories ◽  
Self Reflection ◽  
Effective Learning ◽  
Self Actualization ◽  
How People Learn ◽  
The Way

Humans have different interpretations of learning theories and different beliefs about how people learn. All these beliefs may come from personal experience, self-reflection, observation of others, and through the experience of trying to teach or persuade someone else to your way of thinking. In a nutshell, everyone keeps learning every waking minute, using different learning theories. In democratic cultures, people may prefer critical thinking as an effective learning theory whereas in authoritarian cultures, people may like rote learning or memorization as an effective learning theory. It is extremely difficult to determine which learning theories are better than others because people are engaged in informal or formal learning to change the way they see themselves, change the way they see other people, and change the way they see situations (Cramer & Wasiak, 2006). All these learning theories are valuable in guiding one’s action in a particular culture, subculture, or even a particular setting. Although scholars have different interpretations of learning theories, the goal of any learning theory is the same. For example, Merriam (2004) explains a learning theory as leading to learners’ growth and development. Mezirow explains the theory of transformative learning as helping learners achieve perspective transformation. Maslow considers the goal of learning to be self-actualization: “the full use of talents, capacities, potentialities, etc.” (p. 150). Some learning theories such as the theory of andragogy encourage learners to be self-directed in learning whereas other theories emphasize the roles of teachers as information transmitters instead of learning facilitators, thus placing learners at the feet of master professors.

A Conceptual Framework for Animation Design Based on E-Learning System

2011 ◽  
Vol 267 ◽  
pp. 510-515
Author(s):  
Chai Gang ◽  
Xiao Yu Huang
Keyword(s):  
Critical Thinking ◽  
Conceptual Framework ◽  
Learning Theory ◽  
Principal Axis ◽  
Learning Model ◽  
Learning System ◽  
Learning Theories ◽  
Open Model ◽  
E Learning ◽  
Types Of Instruction

A conceptual framework for the design of PILE for animation design is sketched out. PILE for animation design takes the concept of project as principal axis and focuses on interaction, collaboration, communication and critical thinking. Three main modules (VLMS, PCLP and PFS) of PILE run synergistically under the cooperation of six types of instruction technologies. The application of these elements makes the important aspect of PILE for animation design. In order to center on improving learning, the model of learning is changed from unilateral and close model to multilateral and open model. Accordingly, the framework of PILE for animation design provides a implementation of learning theories, including interactions, Hill's learning theory and projected-based learning model.

scholarly journals Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation

2014 ◽  
Vol 6 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Eleanor J. Brown
Keyword(s):  
Critical Thinking ◽  
Transformative Learning ◽  
Learning Theory ◽  
Critical Reflection ◽  
Theory Development ◽  
Transformative Learning Theory ◽  
Development Education ◽  
Key Concepts ◽  
Pedagogical Approaches

This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

scholarly journals Decision Making Under Acute Stress Modeled by an Adaptive Temporal–Causal Network Model

2020 ◽  
Vol 07 (04) ◽  
pp. 433-452 ◽  
Author(s):  
S. Sahand Mohammadi Ziabari ◽  
Jan Treur
Keyword(s):  
Decision Making ◽  
Network Model ◽  
Real World ◽  
Acute Stress ◽  
Second Phase ◽  
Causal Network ◽  
Severe Stress ◽  
Modeling Methodology ◽  
Network Connections ◽  
New Learning

The influence of acute severe stress or extreme emotion based on a Network-Oriented modeling methodology has been addressed here. Adaptive temporal causal network model is an approach to address the phenomena with complexity which cannot be or hard to be explained in a real-world experiment. In the first phase, the suppression of the existing network connections as a consequence of the acute stress modeled and in the second phase relaxing the suppression by giving some time and starting a new learning of the decision making in accordance to presence of stress starts again.

scholarly journals Connectivism and dimensions of individual experience

2012 ◽  
Vol 13 (1) ◽  
pp. 124 ◽  
Author(s):  
Carmen Tschofen ◽  
Jenny Mackness
Keyword(s):  
Learning Theory ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Self Determination ◽  
Individual Experience ◽  
Distributed Environments ◽  
Massive Open Online ◽  
Effective Learning ◽  
New Learning ◽  
Insight Into

<p>Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual learners in these complex, diverse, and distributed environments is growing. In their work in these environments the authors have observed a growing tension between the elements of connectivity believed to be necessary for effective learning and the variety of individual perspectives both revealed and concealed during interactions with these elements. In this paper we draw on personality and self-determination theories to gain insight into the dimensions of individual experience in connective environments and to further explore the meaning of autonomy, connectedness, diversity, and openness. The authors suggest that definitions of all four principles can be expanded to recognize individual and psychological diversity within connective environments. They also suggest that such expanded definitions have implications for learners’ experiences of MOOCs, recognizing that learners may vary greatly in their desire for and interpretation of connectivity, autonomy, openness, and diversity.</p>

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

scholarly journals Identification of Student Academic Performance using the KNN Algorithm

2020 ◽  
Vol 2 (3) ◽  
pp. 115-122
Author(s):  
Aldi Nugroho ◽  
Osvaldo Richie Riady ◽  
Alexander Calvin ◽  
Derwin Suhartono
Keyword(s):  
Graduation Rates ◽  
Teaching And Learning ◽  
Nearest Neighbor ◽  
K Nearest Neighbor ◽  
Student Academic Performance ◽  
Education Needs ◽  
Attention To Students ◽  
The University ◽  
Neighbor Classification ◽  
Previous Learning

Students are an important asset in the world of education also an institution and therefore also need to pay attention to students' graduation rates on time. The ups and downs of the percentage of students' abilities in classroom learning is one important element for assessing university accreditation. Therefore, it is necessary to monitor and evaluate teaching and learning activities using the KNN Algorithm classification. By processing student complaints data and seeing the results of previous learning can obtain important things for higher education needs. In predicting graduation rates based on complaints, this study uses the K-Nearest Neighbor classification algorithm by grouping data k = 1, k = 2, k = 3 with the smallest value possible. In experiments using the KNN method the results were clearly visible and showed quite good accuracy. From the experiment it was concluded that if there were fewer complaints from one student it could minimize the level of student non-graduates at the university and ultimately produce good accreditation.

scholarly journals Analysis of The Application of Learning Theory of J.B. Bruner in a Counseling Study Counting Operation to Add Whole Numbers

2021 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Ejen Jenal Mutaqin ◽  
Neni Nadiroti Muslihah ◽  
Nizar Alam Hamdani ◽  
Sri Dewi Febriani Sasty
Keyword(s):  
Elementary School ◽  
Learning Theory ◽  
First Grade ◽  
Learning Ability ◽  
Learning Theories ◽  
Good Effect ◽  
Whole Numbers ◽  
Qualitative Descriptive ◽  
The Individual ◽  
Learning Concept

<p><em>This study was a qualitative descriptive study design which aims to find out the analysis results of the implementation of Jerome S. Bruner's learning theory in learning concept of addition count operations of whole numbers in the first grade of elementary school. Jerome S. Bruner's learning theory is one of the learning theories that emphasizes the learning process using mental, namely the individual who learns to experience what he is learning for himself, so that the process can be recorded in his mind by his own way. The stages of Bruner's learning theory are: (1) the enactive stage, (2) the iconic stage, and (3) the symbolic stage. Data collection techniques in this study used student worksheets, observation, interviews and documentation. Based on the results of the study, it can be concluded that the process of applying Jerome S. Bruner's learning theory can have a good effect and increase students' understanding and learning ability in learning addition count operations of whole numbers in the first grade of 1 Mekarsari Elementary School.</em></p>

scholarly journals Innovation in the classroom: Engaging English as a foreign learning students using project-based learning

LingTera ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 61-67
Author(s):  
Alif Karyawati ◽  
Ashadi Ashadi
Keyword(s):  
Critical Thinking ◽  
Teaching Strategies ◽  
Learning Process ◽  
Project Based Learning ◽  
Instructional Approach ◽  
Teaching English ◽  
English Drama ◽  
New Learning ◽  
Speaking Skill

Project based learning (PBL) is an instructional approach that focuses on student centre learning, learning process, and students’ autonomy. This study was conducted at International Class Program in one of universities in Salatiga. Furthermore, this study explained the teaching strategies by using project based learning in English drama class. The researcher used a case study as the design and collected the data by using interview and observation. The participants of this study were an English drama lecturer and 20 students of International Class Program (ICP). The findings indicate that ICP students dominated the class especially to improve their speaking skill and the lecturer provided new learning atmosphere in teaching English by giving some activities which contains communication, critical thinking, collaboration, and creativity or 4Cs skills.

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