Towards Establishing the Best Ways to Teach and Learn about IT

2011 ◽  
pp. 57-84 ◽  
Author(s):  
Chris Cope ◽  
Lorraine Staehr ◽  
Pat Horan
Keyword(s):  
Teaching And Learning ◽  
Deep Approach ◽  
Learning Context ◽  
Approach To Learning ◽  
Implementation Evaluation ◽  
Learning Contexts ◽  
Relational Perspective ◽  
Deep Approach To Learning ◽  
Positive Effect ◽  
Ongoing Project

In this chapter we report on an ongoing project to improve the ways we teach about IT in an undergraduate degree. Using a relational perspective on learning, we have developed a framework of factors to encourage students to adopt a deep approach to learning about IT. We describe the design, implementation, evaluation and refinement of learning contexts and learning activities based on the framework. Results are encouraging and show a significant positive effect when compared with a previous study by other researchers involving a different teaching and learning context.

Towards Establishing the Best Ways to Teach and Learn about IT

2011 ◽  
pp. 186-213
Author(s):  
Chris Cope ◽  
Lorraine Staehr ◽  
Pat Horan
Keyword(s):  
Teaching And Learning ◽  
Deep Approach ◽  
Learning Context ◽  
Approach To Learning ◽  
Implementation Evaluation ◽  
Learning Contexts ◽  
Relational Perspective ◽  
Deep Approach To Learning ◽  
Positive Effect ◽  
Ongoing Project

In this chapter we report on an ongoing project to improve the ways we teach about IT in an undergraduate degree. Using a relational perspective on learning, we have developed a framework of factors to encourage students to adopt a deep approach to learning about IT. We describe the design, implementation, evaluation and refinement of learning contexts and learning activities based on the framework. Results are encouraging and show a significant positive effect when compared with a previous study by other researchers involving a different teaching and learning context.

scholarly journals Comparative Study Of Students‘ Approaches And Strategies To Learning: Implications For Counselling

2016 ◽  
Vol 12 (16) ◽  
pp. 268
Author(s):  
Fatimah Y. Tijani ◽  
O. Grace Abimbola ◽  
Namusoke Jane ◽  
T.S Adeyemi ◽  
Emmanuel A Egbekunle ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Deep Approach ◽  
African Countries ◽  
Test Analysis ◽  
Approach To Learning ◽  
Strategic Approach ◽  
Significant Difference ◽  
Deep Approach To Learning ◽  
Higher Institutions ◽  
Descriptive Survey

The researchers compared students’ approaches and strategies to learning in two African countries viz.; Nigeria and Uganda. Using a descriptive survey, fifty students, who were enrolled in the year 2012/2013 in guidance and counselling and computer science respectively, were sampled from the population. The students offered an ICT course separately in 200 level in the different institutions. The instrument used was the Approaches to study skills inventory (ASSIST) and the three hypotheses were postulated and tested. The results of the t-test analysis show that the null hypothesis was not statistically significant when using the strategic approach (t = 1.037, 1.056); p > .05 and the deep approach to learning of students in Nigeria and Uganda (t = -0.278, -0.279); p > .05. The second hypotheses revealed a no statistically significant difference in the Nigerian and Ugandan preferences for different types of courses in teaching and learning while the third hypothesis shows a significant correlation between a deep approach to learning and learning that supports understanding (r=.407; p <.001). It is recommended that lecturers need to accommodate their students’ individual differences in the teaching and learning process considering that most of the classes in higher institutions of learning are large for the prevalent part. Additionally, discussions on possible implications for counselling are discussed in the paper.

Improving simulation-based learning of a practical skill in nursing education

2020 ◽  
Vol 17 (1) ◽  
pp. 36-50
Author(s):  
Monika Ravik
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Ways Of Knowing ◽  
Skill Learning ◽  
Practical Nursing ◽  
Deep Approach ◽  
Peripheral Vein ◽  
Approach To Learning ◽  
Vein Cannulation ◽  
Deep Approach To Learning

ABSTRACTBackground: Many newly qualified nurses lack competence in practical nursing skills. Peripheral vein cannulation is particularly challenging to learn and perform. Skill learning is often developed from a reproduction and memorizing of knowledge and guidelines. Learning peripheral vein cannulation associated with successful placement require a more thorough and deeper approach to learning.Framework: Marton and Saljö’s ways of knowing, a surface and a deep approach to learning can be used during peripheral vein cannulation learning to guide development and competence in this practical nursing skill.Aim: The aim of this theoretical article was to provide knowledge and understanding about two approaches to skill learning, a surface and a deep, and how they can contribute to learning of peripheral vein cannulation.Conclusion: Nursing students learning of peripheral vein cannulation influence pedagogy choice by supervisors. Contextual factors, such as supervisors, influences learning opportunities and development of PVC competence.Key words: vein cannulation, nursing education, learning, surface approach to learning, deep approach to learning.

scholarly journals Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to learning

2019 ◽  
Vol 9 (3) ◽  
pp. 170 ◽  
Author(s):  
Yusuf F. Zakariya ◽  
Simon Goodchild ◽  
Kirsten Bjørkestøl ◽  
Hans K. Nilsen
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Economics Students ◽  
Exploratory Factor Analyses ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance of the items being accounted for by the latent factor, i.e., calculus self-efficacy. The inventory was found to be reliable with an ordinal coefficient alpha of 0.90. Using Spearman’ rank coefficient, a significant positive correlation ρ ( 95 ) =   0.27 ,   p <   0.05 (2-tailed) was found between the deep approach to learning and calculus self-efficacy, and a negative correlation ρ ( 95 ) =   − 0.26 ,   p <   0.05 (2-tailed) was found between the surface approach to learning and calculus self-efficacy. These suggest that students who adopt the deep approach to learning are confident in dealing with calculus exam problems while those who adopt the surface approach to learning are less confident in solving calculus exam problems.

scholarly journals Learning Approaches of Undergraduate Computer Technology Students: Strategies for Improvement

2012 ◽  
Author(s):  
Suseela Malakolunthu ◽  
Alice Joshua
Keyword(s):  
Approaches To Learning ◽  
Statistical Correlation ◽  
Mean Value ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Significant Difference ◽  
Deep Approach To Learning ◽  
Study Process ◽  
Almost All

Purpose – In recent times, quality of graduates and their performance has been questioned. Students’ performance is an indicator of the kind of approach (deep or surface) that is taken. This study investigates the kind of undergraduates take in their learning processes.   Methodology – This quantitative survey used Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Sixty-three students participated in the study. Findings – Results showed no significant difference between the types of approach by gender, nationality, year of study, and major. However, the rank ordering of the mean value indicated that almost all the students who participated in the study did not possess a deep approach to learning. The Pearson’s r analysis revealed a weak negative statistical correlation between the deep and surface approaches to learning and weak positive statistical correlation between surface strategy and deep approach. However, a significant relationship between deep strategy and deep approach (r = .903**, p < .01) was found.   Significance – The lack of deep approach to learning among students can be attributed to factors such as the conditions of learning, professional capacity of teachers, and lack of instructional rigor in the program or coursework. It is imperative that emphasis is placed on using deep approaches to learning in the university courses so that deep learning experiences are created for students.

scholarly journals Aplicativos de Mensagens Instantâneas em Contextos de Aprendizagem

2021 ◽  
Vol 22 (1) ◽  
pp. 38-42
Author(s):  
Josemeyre Bonifácio da Silva Marques ◽  
Katia Alexandra De Godoi e Silva
Keyword(s):  
Higher Education ◽  
Social Communication ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Instant Messaging ◽  
Collaborative Teaching ◽  
Learning Context ◽  
Search Terms ◽  
Learning Platform ◽  
Learning Contexts

ResumoO ensino a distância assumiu um papel fundamental com a Pandemia causada pelo coronavírus. Dessa forma, os aplicativos de mensagens instantâneas deixaram de ser apenas formas de comunicação social e assumiram papel importante dentro do contexto do ensino e aprendizagem. O presente trabalho teve como objetivo fazer uma análise crítica das evidências disponíveis na literatura sobre a utilização de aplicativos de mensagem instantânea em contextos de aprendizagem. Para o recorte deste estudo se construiu a revisão integrativa da literatura, e com o levantamento bibliográfico. através da base de dados do Portal de Periódicos CAPES, com termos de busca: “instant messaging application and andragogy. Foram selecionados cinco artigos que tratavam dos seguintes aplicativos: Line, Telegram, WeChat e WhatsApp. Os artigos e as análises revelam, de modo geral, que os aplicativos de mensagem instantânea podem ser utilizados para disseminar informações; contribuir para a aprendizagem de alunos; promover mudanças no comportamento; melhorar a permanência dos estudantes em estudos; atuar como uma plataforma de ensino e aprendizagem colaborativa. Palavras-chave: WhatsApp. WeChat. Line, Andragogia, Ensino Superior. AbstractDistance learning has taken on a fundamental role with the pandemic caused by the coronavirus. Therefore, instant messaging applications are no longer just forms of social communication and have assumed an important role within the teaching and learning context. The present work aimed to make a critical analysis of the evidence available in the literature on the use of instant messaging applications in learning contexts. For the cutoff of this study, an integrative literature review was carried out, and with the bibliographic survey through the CAPES Journal Portal database with search terms “instant messaging application and andragogy”. Five articles were selected that dealt with the following Applications: Line, Telegram, WeChat and WhatsApp applications. Articles and analyzes reveal, in general, that the use of instant messaging applications can be used to disseminate information; contribute to student learning; promote changes in behavior; improve students' stay in studies; act as a collaborative teaching and learning platform. Keywords: WhatsApp. Wechat. Line. Andragogy. Higher Education

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