scholarly journals The motivation to study of the student in security sciences and forensic sciences

2021 ◽  
pp. 8-15
Author(s):  
Rodolfo LUCIO ◽  
Leticia SESENTO
Keyword(s):  
Decisive Role ◽  
Professional Preparation ◽  
Learning Processes ◽  
Forensic Sciences ◽  
University Professors ◽  
Student Centered ◽  
Bachelor Of Science ◽  
Educational Motivation ◽  
Motivation Scale ◽  
Level Of Motivation

Motivation has been indicated as the engine for the success or failure of learning processes, although its origin continues to be a topic of permanent discussion. The objective of the present work was to know the level of motivation to study in the students of the Bachelor of Science in Security of the UMSNH. The applied methodology was quantitative and correlational with a non-experimental design. The instrument used was the Educational Motivation Scale (EME). The results show, the main intrinsic school motivations are: "I find satisfaction and I like to learn new things", followed by "I like to see that I surpass myself" and finally "it will allow me to choose a job in the branch that I like. ”. Depending on the extrinsic motivations they are: "to lead a comfortable life later", "because education prepares me better to pursue a career later" and finally "Why do I think that more years of studies increase my professional preparation". They have a decisive role in providing confidence to the student, being empathetic and being in constant training that allows us to teach motivating classes for our students; university professors face the challenge of knowing student-centered strategies.

scholarly journals The motivation to study of the student in security sciences and forensic sciences

2020 ◽  
pp. 1-7
Author(s):  
Rodolfo LUCIO ◽  
Leticia SESENTO
Keyword(s):  
Experimental Design ◽  
Decisive Role ◽  
Professional Preparation ◽  
Learning Processes ◽  
Forensic Sciences ◽  
Bachelor Of Science ◽  
Educational Motivation ◽  
Motivation Scale ◽  
Level Of Motivation

Motivation has been indicated as the engine for the success or failure of learning processes, although its origin continues to be a topic of permanent discussion. The objective of the present work was to know the level of motivation to study in the students of the Bachelor of Science in Security of the UMSNH. The applied methodology was quantitative and correlational with a non-experimental design. The instrument used was the Educational Motivation Scale (EME). The results show, the main intrinsic school motivations are: "I find satisfaction and I like to learn new things", followed by "I like to see that I surpass myself" and finally "it will allow me to choose a job in the branch that I like. ”. Based on the extrinsic motivations they are: "to lead a comfortable life later", "because education better prepares me to pursue a career later" and finally "Why do I think that more years of studies increase my professional preparation". Teachers have a decisive role to provide confidence to the student, be empathetic and be in constant training that allows us to teach motivating classes for our students.

scholarly journals Formation of students’ motivation for learning in the multicultural educational environment of the university through student-centered technologies

2021 ◽  
Vol 113 ◽  
pp. 00060
Author(s):  
N.V. Levchenko ◽  
O.V. Kitikar
Keyword(s):  
Multicultural Education ◽  
Educational Institution ◽  
Full Time ◽  
State University ◽  
Student Centered ◽  
Motivation For Learning ◽  
Educational Motivation ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

The article is devoted to the problem of multicultural education at the university, considering the personality-oriented approach to teaching. Here are the results of the implementation of the program aimed at increasing the educational motivation of students. The program and research are being implemented in the pedagogical areas of training full-time students of the Kaluga State University named after K.E. Tsiolkovsky. The discipline “Pedagogy” and its modules have, according to the authors, ample opportunities for the implementation of the idea of multicultural education in a higher educational institution, taking into account personality-oriented technologies and taking into account the multinational student environment of the university. The authors propose to strengthen the multicultural aspect of the content of the discipline under consideration by introducing changes into the program that will significantly increase the motivation of students to learn. The implementation of this approach is to develop the content of the discipline “Pedagogy” considering the multicultural student environment of the university.

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

2020 ◽  
pp. 18-34
Author(s):  
Sandrina B. Moreira
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Decisive Role ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

scholarly journals Future Challenges in Medical Education

1970 ◽  
Vol 9 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Abdul Latiff Mohamed
Keyword(s):  
Information Technology ◽  
Medical Education ◽  
Learning Environment ◽  
Learning Processes ◽  
Learning System ◽  
Main Trend ◽  
Main Question ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Future

There have been many models proposed in the past decade on the best practices in teaching and learning processes, especially in medical education. The main trend is a major shift from tutor-centered system to student-centered learning processes with the aid of information technology and communications, more often called e-learning. The introduction of problem-based learning (PBL) and student centered team based learning SCTL) in the early 80's became a trend which spread like wildfire in most modern medical schools. The acceptance of these new methodology received different reactions, mainly from the tutors, most of whom were split on whether the need of change was really necessary, asking the main question of "what is wrong with the traditional methods" or "have we produced inefficient doctors through the years of traditional system teachings". It seemed for some time that a significant number of older generation tutors were much more comfortable with the methods they were used to. Considerable curricular changes were made by many medical institutes to implement the student centered learning system. This approach, however, necessitated the training of tutors and the creation of a learning environment, which was later found not to be too easy. The major consideration of a shift in techniques of teaching learning processes is the understanding of the trends in the younger generation of the Y2K century. A generation which prefers to express rather than listen, to research and find rather than being spoon-fed and a generation where knowledge is always available whenever they are connected to the internet. Hence the change of the role of tutors to be facilitators rather than content providers was seen to be more acceptable to the new generation of students. The advancing information technology (IT) has been able to provide the necessary tools to achieve that objective. The students may be granted the opportunity to have more freedom in selecting their learning material and to enjoy a degree of distance-learning. The consequence of applying IT in medical institutes would, probably, enforce the trend towards moving to a student-centered learning environment, inducing hesitant tutors to become more compliant with the change. The future medical curriculum is anticipated to be more student-centered, more modular, more integrated, more PBL or SCTL-oriented and more inter-institutionalized, with less memorizing and with more learning about learning. In addition, medical education as a whole at least in part, would be, performed at distance. The future medical tutor may have to be more PBL-oriented, more qualified in learning strategies, competent in small group (probably single-student) learning, more of a 'mentor' or a 'facilitator' than of a 'teacher', able to train students at higher cognitive levels rather than being an 'authority' in its field. He has no choice but to be fluent in IT, and interactive with learning via other learning-collaborating institutions. Key Words: Medical education. DOI:10.3329/bjms.v9i1.5226 Bangladesh Journal of Medical Science Vol.09 No.1 Jan 2010 4-13

scholarly journals Constructivism Based Learning: Design and Practice

2015 ◽  
Vol 2 (2) ◽  
pp. 123-130
Author(s):  
Lia Kurniawati ◽  
Abdul Muin ◽  
Ramdani Miftah
Keyword(s):  
Problem Based Learning ◽  
Learning Processes ◽  
Learning Design ◽  
Learning Models ◽  
Student Centered ◽  
Learning Plan ◽  
Design And Practice ◽  
Thematic Learning ◽  
Teacher Centered

Abstract One of many problems in the madrasahs is that learning processes less-involve students actively (teacher-centered), thus, it affects to the improvement of learning outcomes and quality of the graduates. The purposes of this study are , firstly, to analyze what type of constructivism learning models, which can be developed to overcome madrasahs’ problems. Secondly, how to design and implement a learning plan based on the developed constructivism models. This research was conducted at Private Islamic Elementary School  (Madrasah) Ad-Diyanah Ciputat, South Tangerang. Research method used in this study is descriptive-qualitative research. The results showed that the active learning models based on constructivism are suitable to be developed in the Madarasah, which were the models of Problem Based Learning (PBM), Realistic Learning, Inquiry Learning and Thematic Learning and also how the development of the learning processes from the lesson plans to the learning implementation showed a paradigm shifting from teacher-centered to student-centered. Abstrak Salah satu permasalahan di madrasah-madrasah adalah proses pembelajaran yang kurang melibatkan siswa secara aktif (berpusat pada guru), sehingga hal ini mengakibatkan pada peningkatan hasil belajar dan kualitas lulusan. Tujuan dari penelitian ini adalah, pertama, untuk menganalisis jenis model pembelajaran konstruktivisme apa yang dapat dikembangkan untuk mengatasi permasalahan di madrasah. Ke dua, bagaimana merancang dan melaksanakan rencana pembelajaran berdasarkan model konstruktivisme yang dikembangkan. Penelitian ini dilaksanakan di Sekolah Dasar Swasta (madrasah) Ad-Diayanah Ciputat, Tangerang Selatan. Metode penelitian yang digunakan adalah metode deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa model pembelajaran aktif yang berbasis konstruktivisme sesuai untuk dikembangkan di madrasah, yakni model pembelajaran Problem Based Learning (PBL), Pembelajaran Realistis, Pembelajaran Inkuiri dan Pembelajaran Tematik, juga bagaimana pengembangan proses pembelajaran dari rencana pembelajaran ke pelaksanaan pembelajaran menunjukkan perubahan paradigma dari berpusat-pada-guru menjadi berpusat-pada-siswa. How to Cite : Kurniawati, L. Muin, A. Miftah, R., M. (2015). Constructivism Based Learning: Design and Practice. TARBIYA: Journal Of Education In Muslim Society, 2(2), 123-130. doi:10.15408/tjems.v2i2. 3183. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.3183

scholarly journals Engaging the students of today and preparing the catchment hydrologists of tomorrow: student-centered approaches in hydrology education

2012 ◽  
Vol 9 (1) ◽  
pp. 707-740 ◽  
Author(s):  
I. Ngambeki ◽  
S. E. Thompson ◽  
P. A. Troch ◽  
M. Sivapalan ◽  
D. Evangelou
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Professional Preparation ◽  
Theoretical Background ◽  
Empirical Literature ◽  
Student Perspective ◽  
Student Centered ◽  
Student Centered Learning ◽  
Educational Preparation ◽  
Models Of Teaching

Abstract. As hydrologists confront the future of water resources on a globalized, resource-scarce and human-impacted planet, the educational preparation of future generations of water scientists becomes increasingly important. Although hydrology inherits a tradition of teacher-centered direct instruction – based on lecture, reading and assignment formats – a growing body of knowledge derived from engineering education research suggests that modifications to these methods could firstly improve the quality of instruction from a student perspective, and secondly contribute to better professional preparation of hydrologists, in terms of their abilities to transfer knowledge to new contexts, to frame and solve novel problems, and to work collaboratively in uncertain environments. Here we review the theoretical background and empirical literature relating to adopting student-centered and inductive models of teaching and learning. Models of student-centered learning and their applications in engineering education are introduced by outlining the approaches used by several of the authors to introduce student-centered and inductive educational strategies into their university classrooms. Finally, the relative novelty of research on engineering instruction in general and hydrology in particular creates opportunities for new partnerships between education researchers and hydrologists to explore the discipline-specific needs of hydrology students and develop new approaches for instruction and professional preparation of hydrologists.

scholarly journals “Portrait” of the receiver of distance learning services in the context of implementation of non-formal education of children

2020 ◽  
pp. 214-228
Author(s):  
Lyubov V. Babich ◽  
Elena S. Mironenko
Keyword(s):  
Distance Learning ◽  
Personal Development ◽  
Formal Education ◽  
Educational Process ◽  
Development Communication ◽  
Scientific Center ◽  
Student Centered ◽  
Learning Success ◽  
Level Of Motivation ◽  
Organizational Features

The goal of the research was to conduct a comprehensive study of children as receivers of distance learning services in order to organize in the future a student-centered educational process that contributes to the achievement of better results. In 2018, the authors conducted surveys among students at the Economic Internet School of the Vologda Scientific Center of the Russian Academy of Sciences. The characteristics of receivers of such services as demographic characteristics, level of motivation, status of personal development, communication and organizational features, were comprehensively studied. In addition, the effect of these factors on learning success was analyzed. Thus, the “portrait” of the student was compiled with the goal to effectively organize the educational process. Based on the results of the study, we make suggestions concerning the organization of distance learning for children.

scholarly journals Pre-Service Teachers’ Experiences and Views on Project-Based Learning Processes

2017 ◽  
Vol 10 (7) ◽  
pp. 18 ◽  
Author(s):  
Funda Dag ◽  
Levent Durdu
Keyword(s):  
Group Work ◽  
Descriptive Study ◽  
Project Based Learning ◽  
Learning Processes ◽  
Information And Communications Technology ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers Experiences ◽  
Teaching Programs

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills.

The Implementation of Blended and Student Centered Learnings at Universitas Kristen Krida Wacana

2018 ◽  
Vol 1 (1) ◽  
pp. 45-57
Author(s):  
Johana E. Prawitasari ◽  
Burhan Sabini ◽  
Zadok . ◽  
Eddy Wijanto
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Industrial Revolution ◽  
Learning Processes ◽  
Advanced Technology ◽  
Student Centered ◽  
Qualitative Approaches ◽  
New Knowledge ◽  
Student Center ◽  
Near Future

In this globalization era, higher education institutions are required to provide their students with essential skills to survive the industrial revolution 4.0. This phenomenon becomes more apparent in developing countries, where globalization is unavoidable and the utilization of advanced technology becomes a necessity. Blended learning (BL) and student center learning (SCL) may become the means for students and lecturers to be active participants of the learning processes. The purpose of this paper is to present our effort in preparing students to be more confident, self-reliant, eager to compete and collaborate as well as to master new knowledge in the field they have chosen to study. Six samples of SCL classes and one sample of BL class are described. Quantitative and qualitative approaches were applied to measure the process of implementing the learning methods. Results indicate favorable outcomes. It is recommended to use BL since it will include SCL in the near future to all classes offered at UKRIDA.

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