scholarly journals Characterizing Mathematics Learning in Colombian Higher Distance Education

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1740
Author(s):  
Elizabeth Martinez-Villarraga ◽  
Isabel Lopez-Cobo ◽  
David Becerra-Alonso ◽  
Francisco Fernández-Navarro
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Context ◽  
Mathematical Knowledge ◽  
Mixed Methods Research ◽  
Mathematics Learning ◽  
Sequential Design ◽  
Education Students ◽  
Approach To Learning ◽  
Conditional Knowledge

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.

scholarly journals Strengthening of Reasoning Levels in higher education students through the use of Learning Strategies (Problem-Based Learning and Collaborative Learning) Using ICT’s

2018 ◽  
Vol 16 (45) ◽  
pp. 477
Author(s):  
Brigitte Julieth Rodriguez Mendoza ◽  
Martha Melizza Ordoñez Diaz ◽  
Luis Carlos Meneses Silva
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Education Students ◽  
Post Test ◽  
Aprendizaje Colaborativo

Introducción. En el contexto educativo, las tecnologías de la información y la comunicación (TIC) implican un cambio de paradigma en los procesos de enseñanza-aprendizaje, tanto en la renovación de las prácticas y contenidos, como en la manera de evaluar la apropiación de los conocimientos. En este sentido, en la presente investigación se analiza la incidencia que tiene la implementación de las estrategias didácticas, Aprendizaje Basado en Problemas (ABP) y Aprendizaje Colaborativo (AC) en el fortalecimiento de los niveles de razonamiento, a través de la integración de la tecnología a la educación superior.Método. La investigación presenta enfoque cuantitativo, con diseño cuasiexperimental en la cual participaron 35 estudiantes de la Universidad Colegio Mayor de Cundinamarca en Bogotá - Colombia, a quienes se les aplicó un pre y un post test, usando el Lawson´s Classroom Test of Scientific ReasoningResultados. Con la información obtenida y al realizar un análisis estadístico descriptivo es posible afirmar que un 85.29% del total de estudiantes aún se encuentran en el nivel de razonamiento concreto, sin embargo aquellos estudiantes que participaron en la estrategia didáctica de ABP presentaron una mejora en su nivel de razonamiento, pasando del nivel de razonamiento concreto al nivel formal y post-formal.Conclusiones. Los resultados obtenidos permiten concluir que no existe una diferencia estadísticamente significativa en la mejora de las habilidades de razonamiento antes y después de la aplicación de las estrategias didácticas, ya que al comparar el razonamiento de los estudiantes se evidencia que en su mayoría aún se encuentran en el nivel de razonamiento concreto, es decir, que permanecen ligados a una realidad empírica con un pensamiento pre-operacional.

scholarly journals Does Cooperative Learning may Enhance the Use of Students’ Learning Strategies?

2019 ◽  
Vol 8 (4) ◽  
pp. 79
Author(s):  
Van Dat Tran ◽  
Thi My Loc Nguyen ◽  
Nguyen Van De ◽  
Chau Soryaly ◽  
My Ngoc Doan
Keyword(s):  
Higher Education ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Control Group ◽  
Education Students ◽  
Effective Learning ◽  
Vietnamese Higher Education ◽  
Second Year ◽  
Experimental Group

The present study investigates the effects of cooperative learning on learning strategies of 72 second-year Vietnamese higher education students toward the Research Methods in Education course over a nine-week course. These students were divided into two matched groups of 36 to be taught by the same lecturer. In the control group, cooperative learning was used, while in the experimental group, lecture-based teaching was employed. Results showed that students who were instructed using lecture-based teaching had lower scores on the post-tests of resource management and cognitive - metacognitive strategies than did the students who were instructed using cooperative learning. Implications for educators and further research are suggested for a less competitive and more effective learning outcome.

scholarly journals A snapshot of the chalkboard writing experiences of Bachelor of Education students with visual disabilities in South Africa

2019 ◽  
Vol 8 ◽  
Author(s):  
Roshanthni Subrayen ◽  
Rubby Dhunpath
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Learning Community ◽  
Learning Strategies ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Education Students ◽  
Visual Disabilities ◽  
Bachelor Of Education

Background: South African higher education policy frameworks highlight renewed interest in equity, access and participation imperatives for students with disabilities (SWDs). However, students with visual disabilities continue to face barriers in their teaching practice school placements.Objectives: This article aims, firstly, to provide early insights into the barriers experienced by students with visual disabilities in their teaching practice school placements in under-resourced schools in KwaZulu-Natal, South Africa. Secondly, it introduces learning communities and a teaching practice pre-placement booklet to enhance equity, access and participation in teaching practice school placements.Method: This study adopted a qualitative methodology using semi-structured interviews to elicit data from two Bachelor of Education students with visual disabilities, who were part of a teaching practice learning community managed by the Disability Unit at the University. Thematic analysis was used, using Tinto’s Learning Community Model which generated valuable evidence to argue for institutional commitment to achieve equity, access and participation for students with visual disabilities.Results: Through engagement with a teaching practice learning community and a teaching practice pre-placement booklet, two students with visual disabilities responded to and managed the chalkboard in ways that promoted teaching and learning in the classroom. These retention support trajectories provide evidence to support enhanced equity, access and participation. Given the stigma associated with disability and the need for equity at policy level, higher education institutions should seriously consider systemic mechanisms for access, participation and success outcomes in the teaching practice school placements of students with visual disabilities.Conclusion: Barriers to participation signal the need for accessible teaching and learning strategies for use by students with visual disabilities in their teaching practice school placements. Teaching practice assessors should be alerted to contextual differences in resourced and under-resourced school settings and the diverse ways in which SWDs navigate these differences.

scholarly journals Evaluation of the Professional Competency of University Faculty Members as Perceived by Higher Education Students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Fareeda Ibad ◽  
Muhammad Yousuf Sharjeel
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Professional Competence ◽  
Student Evaluation ◽  
Research Problem ◽  
University Faculty ◽  
Effective Teacher ◽  
Education Students ◽  
Effective Learning ◽  
Operational Systems

This study considered the importance of professionalism in university faculty performance since effective learning has its basis the superior instructional and professional competence of teachers. The purpose of the study was to attempt to suggest a hybrid model of faculty effectiveness evaluation based on the perceptions of higher education students regarding their faculty’s quality of teaching. The research focused on involving higher education students in determining the effectiveness characteristics of their teachers in order to provide a justification for developing effective operational systems for teacher evaluation in Pakistan. The study used a mixed methods research design comprising both quantitative and qualitative methods for the purpose of data collection and analysis.  To address the research problem, the researcher chose to base the theoretical framework for the research on Marsh’s (1982) research and development of the Student Evaluation of Educational Quality (SEEQ) questionnaire. Further to this, the researcher developed the conceptual framework through the research of Gurney and Wise (2002) from where the criteria for evaluating the effective teacher questionnaire emerged having characteristics similar to those in the SEEQ and was used to attempt to bridge the time gap and establish the validity of the SEEQ over more than three decades. The data was gleaned from using both questionnaires from a sample of n= 395 under two-tailed probability distribution. All constructs’ reliability was above the criteria suggested by different scholars rendering the SEEQ questionnaire as reliable for the study. 

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