scholarly journals Teaching and Learning with Structured Knowledge Maps: An Analysis about the New Approach

2016 ◽  
Vol 07 (15) ◽  
pp. 2212-2225
Author(s):  
Nayara Silva Costa ◽  
Carlos Alberto Lopes da Silva ◽  
Daniela Carvalho Monteiro Ferreira ◽  
Luciano Vieira Lima
Keyword(s):  
Teaching And Learning ◽  
Knowledge Maps ◽  
New Approach ◽  
Structured Knowledge

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

The flipped classroom: Does viewing the recordings matter?

2017 ◽  
Vol 19 (3) ◽  
pp. 211-223 ◽  
Author(s):  
Thamar Melanie Heijstra ◽  
Margrét Sigrún Sigurðardóttir
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Classroom Teaching ◽  
Older Students ◽  
New Approach ◽  
Final Grade ◽  
Research Results ◽  
Course Grades ◽  
Additional Value

The flipped classroom offers a new approach to student-centred teaching and learning by moving the lecture out of the classroom. Research on the topic reveals that the flexibility of viewing the recorded lectures at a time and speed that is convenient to the student is what students appreciate mostly in the flipped classroom. This article examines the viewing pattern of students regarding recorded lectures in a course that has been flipped. The findings reveal a decline in the number of students who view the recordings over the duration of the course semester. Furthermore, the findings support earlier research results revealing that women and older students rely more on recorded lectures than other students. In addition, the study shows that there is a positive correlation between viewing the recorded material and the final grade of students in the course. It is thus surmised that even if in-class activity is very important for the flipped classroom to work, the recordings do have additional value, which is reflected by higher final course grades for students who view them. The flexibility of viewing recordings more than once and at the most relevant and convenient time seems to increase students’ understanding, and is regarded an important asset of flipped classroom teaching.

scholarly journals Developing Creativity Through Creative Engagement in Art Appreciation: Outcomes in Teaching Humanities

2021 ◽  
Vol 3 (4) ◽  
pp. 49-59
Author(s):  
Ma Cecilia Alimen ◽  
Pinky Jasmin Poral ◽  
Rhounella Rhane Magpantay ◽  
Rosella Quiros ◽  
Ma Elena Azarcon
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Art Appreciation ◽  
Personal Reflection ◽  
New Approach ◽  
Outcome Based Education ◽  
The Arts ◽  
Significant Difference ◽  
Approach To Teaching ◽  
Art Activities

This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.

scholarly journals A new approach to understanding teachers’ classroom practices

2014 ◽  
Vol 7 ◽  
Author(s):  
Lyla Alsalim
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teacher Practices ◽  
Traditional Approach ◽  
Reform Initiatives ◽  
New Approach ◽  
Teachers Beliefs ◽  
Recent Reform

Teaching is generally considered a complex practice that involves the constant and dynamic interaction between the teacher, the students and the subject matter. One of the main goals of most education reform initiatives has been to change teachers’ classroom practices. Most recent reform curricula focus on highlighting teacher practices that promote and evoke students’ understanding alongside the changes in content (Tirosh & Graeber, 2003). Changes to a teacher’s role that are included in the education reform movement call for more research in order to understand and theorise teachers’ classroom practices. In this paper, I will present patterns-of-participation (PoP) as a promising framework that aims to understand the role of the teacher for emerging classroom practices. Instead of relying on a traditional approach to understanding classroom practices by analysing teachers’ beliefs, this framework applies a participatory approach to look for patterns in the participation of individual teachers in many social practices at the school and in the classroom. Some of these practices are directly related to the teaching and learning of mathematics while others are not. And some of them relate to communities that are not actually present in the classroom or at the school. PoP views teachers’ social interaction in a certain community as a piece which is influenced by other pieces of social interactions. In every interaction, the ‘pieces’ shape a ‘fluctuating pattern' that shows the shifting impact of different, previous practices and the dynamic relations between them (Skott, 2010; 2011; 2013).

scholarly journals El papel de los diccionarios pedagógicos especializados en la enseñanza/aprendizaje del ESP

2012 ◽  
pp. 277
Author(s):  
Pedro A. Fuertes-Olivera ◽  
Beatriz Pérez Cabello de Alba
Keyword(s):  
Team Teaching ◽  
Teaching And Learning ◽  
English For Specific Purposes ◽  
Teaching Methodology ◽  
Lingua Franca ◽  
Business Economics ◽  
New Approach ◽  
Professional Activities ◽  
Recent Developments ◽  
English As Lingua Franca

Con el nombre de Inglés para Fines Específicos, mas conocido por el acrónimo inglés ESP, nos referimos a la variedad de la lengua inglesa que se enseña a los estudiantes matriculados en carreras como Económicas, Turismo, Medicina e Ingenierías. Desde sus inicios hasta la fecha hemos asistido a un gran crecimiento en el número de estudiantes y cursos ofertados, que ha obligado a poner en marcha prácticas docentes autónomas, es decir sin la participación de expertos en el campo, y replicativas, es decir prácticas que fueron inicialmente diseñadas para el aprendizaje de las destrezas profesionales, como por ejemplo el uso del estudio de casos procedente de los Masters of Business Administration (MBA). Ambos procesos, unidos al desarrollo del inglés como lingua franca y al interés por el desarrollo de una metodología que favorezca la autonomía de los estudiantes, se han traducido en un desarrollo espectacular de herramientas docentes de Internet. En este marco se sitúa este trabajo que se organiza en tres grandes apartados: (1) una precisión del concepto de ESP y una reinterpretación del mismo; (2) una revisión del concepto de lexicografía y del diccionario pedagógico; (3) una descripción de las posibilidades que ofrecen los diccionarios de Internet para poder leer textos de inglés empresarial/inglés económico. El artículo finaliza resumiendo las principales ideas defendidas en este trabajo.From its inception in the early 1960s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching. ESP is usually concerned with the teaching of English used in academic studies and/or professional activities, especially the teaching of English related with Business/Economics, Tourism, Medicine, and Engineering. As the number of courses and students has grown considerably the original team teaching methodology is being substituted by a more autonomous approach in which both ESP instructors and students have to acquire knowledge of the basic concepts of the field by themselves, as well as upgrade their discourse competence. This new approach lends support to recent developments in the field of learner’s autonomy, especially those based on Internet (for example, Moodle) that are being promoted in this era of shortages and lack of resources. Within this framework, this article offers a review of the state of art regarding ESP, formulates a reconceptualization of the concept with the aim of making room to two recent developments: the consolidation of English as lingua franca; and the possibilities offered by the Internet for teaching and learning. It also enumerates the main basic requirements of pedagogically-oriented specialised dictionaries and illustrates some of their potentialities for assisting users in a reading situation. The article finishes by summarising the main conclusions drawn.

An Approach to Dynamic Fusion of the Knowledge Maps of an Activities Process

2015 ◽  
Vol 7 (4) ◽  
pp. 1-26 ◽  
Author(s):  
Menaouer Brahami ◽  
Baghdad Atmani ◽  
Nada Matta
Keyword(s):  
Graphical Representation ◽  
Knowledge Engineering ◽  
Decision Support Tool ◽  
Knowledge Mapping ◽  
Fusion Algorithm ◽  
Knowledge Maps ◽  
New Approach ◽  
Support Tool ◽  
Mapping Techniques ◽  
The One

The interest of companies for a greater valuation of their information, knowledge and competency is increasing. These companies have a knowledge capital (tacit and explicit) often poorly exploited. These information resources include knowledge and information useful and necessary to the execution of trades' processes and that it will be captured and formalized by using knowledge engineering methods, such as knowledge mapping techniques. In this context, the authors present a new approach to dynamic fusion of knowledge maps for an activities process that builds on the one hand, the graphical representation of the knowledge mapping and the boolean modelling of the graph (MBG). On the other hand, the authors' fusion algorithm of the maps which relies on notions of “index” type which allows determines the type of node of map to merge their fusion algorithm of the maps which relies on notions of “index” type which allows determines the type of node to merge and on notions of the boolean modelling of the knowledge maps. The authors finally implemented this algorithm to obtain experimental results. This result can be used as a decision support tool, whether individual or collective.

New approach for target setting mechanism of course outcomes in higher education accreditation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dayananda P ◽  
Mrityunjaya V. Latte ◽  
Mahesh S. Raisinghani ◽  
Sowmyarani CN
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Target Setting ◽  
New Approach ◽  
Content Type ◽  
Standard Quality ◽  
Faculty Experience ◽  
Course Outcomes

PurposeStandard quality is very highly important parameter in the education sector. Accreditation is a process where standard quality of education is given and the process of continuous improvement is defined. Emphasizing quality of student education is achieved through outcome-based education system (OBE). Program outcomes signify the comprehension, skills and attitude the students should have at the end of the program. At the end of each course, course outcomes signify the knowledge acquired by the students. Course outcomes assessment is one of the key aspects of the OBE model. In this research, the following four factors: subject quality, number of times subject handled by faculty members, faculty experience and student quality with different weightage, are used for analysis of the target setting for individual courses, used for higher education accreditation. This new approach for target setting will improve the teaching and learning process.Design/methodology/approachFour factors: subject quality, number of times subject handled by faculty members, faculty experience and student quality with different weightage, are used for analysis of the target setting for individual courses, used for higher education accreditation.Practical implicationsUsing proposed approach, higher targets can be achieved in teaching and learning.FindingsNew approach for target setting will improve the teaching and learning process.Research limitations/implicationsProposed approach for target setting will improve the teaching and learning process; it should be implemented across all engineering colleges or universities.Social implicationsAll engineering colleges will have impact on teaching and learning process.Originality/valueThe following four factors: subject quality, number of times subject handled by faculty members, faculty experience and student quality with different weightage, are used for analysis of the target setting for individual courses, used for higher education accreditation.

A new approach to teaching and learning in journal club

1999 ◽  
Vol 21 (3) ◽  
pp. 289-293 ◽  
Author(s):  
KHALID S. KHAN, HARRY GEE
Keyword(s):  
Teaching And Learning ◽  
Journal Club ◽  
New Approach ◽  
Approach To Teaching
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