Student perspectives on sport and sustainable development: Teaching and learning approaches

2022 ◽  
pp. 209-224
Author(s):  
Stavros Triantafyllidis
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Student Perspectives ◽  
Learning Approaches

scholarly journals Engaging head, heart and hands: Holistic learning approach for education for sustainable development

2017 ◽  
Vol 9 (2) ◽  
pp. 298-304
Author(s):  
Siti Nur Diyana Mahmud
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Learning Approach ◽  
Learning Approaches ◽  
Holistic Learning

Abstract   Sustainable development requires simultaneous and balanced progress in four dimensions i.e; social, economic, ecological and political, those are totally interdependent. Sustainability issues often regarded as complex and difficult to be understood through single discipline. Therefore education for sustainability learning requires integration of various teaching and learning approaches. With this concern in mind, the purpose of this paper is to discuss the holistic learning approach which engaging the head, heart and hands, for Education for Sustainable Development in one higher education institutions in Malaysia. By using the multiple case study design, three sustainability related courses which are from various disciplines was selected as cases. The findings from the semi-structured interview with the lecturers, focus group with students, class observations and course outline analysis showed the unifying framework of head, heart and hands learning and teaching approach. This unifying learning approaches that engage and develops the ‘whole person’: affective, cognitive and practical dimensions and abilities, and in relation to ‘real-world’ issues and concerns, seems provide better opportunity for learning for education for sustainability. Keywords: Education for sustainable development, higher education, transformative learning, systemic learning.  

Experiential learning in “innovation for sustainability”

2018 ◽  
Vol 19 (7) ◽  
pp. 1204-1219 ◽  
Author(s):  
Adrian V. Ely
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
International Student ◽  
Education For Sustainable Development ◽  
Learning Approaches ◽  
Content Type ◽  
The Sustainable Development ◽  
Cultural Empathy ◽  
Analytical Skills

Purpose The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach. Design/methodology/approach Based on questionnaire surveys carried out for over seven years with students from a highly international master’s-level course, this paper describes the utility of experiential learning theory in teaching around “innovation for sustainability”. Drawing on Kolb’s theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories. Findings The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs. Originality/value These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

scholarly journals Dental Education Challenges during the COVID-19 Pandemic Period in Italy: Undergraduate Student Feedback, Future Perspectives, and the Needs of Teaching Strategies for Professional Development

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 454
Author(s):  
Giuseppe Varvara ◽  
Sara Bernardi ◽  
Serena Bianchi ◽  
Bruna Sinjari ◽  
Maurizio Piattelli
Keyword(s):  
Undergraduate Student ◽  
Teaching And Learning ◽  
Dental Education ◽  
Student Feedback ◽  
Categorical Variables ◽  
Practical Training ◽  
Learning Approaches ◽  
New Methods ◽  
E Learning

The COVID-19 pandemic literally stopped most human movement and activities as it initially spread, which included dental practices and dental education. This defined the need for significative changes in teaching and learning with the use of “e-learning” methods, also for traineeships. This study was designed to determine the undergraduate student perception of these new methods as part of their education. This involved 353 students attending the Dental School of the G. D’Annunzio University of Chieti–Pescara, from the first to the sixth years. A questionnaire in Italian and was set-up using “Google Forms” and sent by email to the students. The questionnaire was divided into three parts: the first part included questions for general information, including age, sex and year of course; the second part had multiple choice questions related to their evaluation of the e-learning teaching, using a scale of opinion in the replies to each question (e.g., “scarce”, “fair”, “satisfying”, “very good” and “excellent”); and the third part included two open questions to indicate the strengths and limitations of these new teaching and learning approaches. The categorical variables in the first and second parts of the questionnaire were evaluated using Chi squared tests, setting significance at p < 0.05, while the comments were evaluated qualitatively. The student feedback showed significant appreciation (p < 0.05) of the new methods and the efforts that the lecturers put in to provide lectures of as high a quality as possible. However, a lack of practical training was significantly perceived as an important problem in the structure of their new curriculum (p < 0.05). COVID-19 has been an epic tragedy that has hit the human population not only in terms of health and healthcare, but also quality of life. This includes the quality of dental education within universities. However, the pandemic can be seen to also represent motivation to invest in the necessary technological innovation to deliver the best possible education to our future dentists.

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Prediction of Confusion Attempting Algebra Homework in an Intelligent Tutoring System through Machine Learning Techniques for Educational Sustainable Development

2018 ◽  
Vol 11 (1) ◽  
pp. 105 ◽  
Author(s):  
Syed Abidi ◽  
Mushtaq Hussain ◽  
Yonglin Xu ◽  
Wu Zhang
Keyword(s):  
Machine Learning ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Performance Metrics ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Vital Role ◽  
Machine Learning Techniques ◽  
Tutoring System ◽  
Learning Techniques

Incorporating substantial, sustainable development issues into teaching and learning is the ultimate task of Education for Sustainable Development (ESD). The purpose of our study was to identify the confused students who had failed to master the skill(s) given by the tutors as homework using the Intelligent Tutoring System (ITS). We have focused ASSISTments, an ITS in this study, and scrutinized the skill-builder data using machine learning techniques and methods. We used seven candidate models including: Naïve Bayes (NB), Generalized Linear Model (GLM), Logistic Regression (LR), Deep Learning (DL), Decision Tree (DT), Random Forest (RF), and Gradient Boosted Trees (XGBoost). We trained, validated, and tested learning algorithms, performed stratified cross-validation, and measured the performance of the models through various performance metrics, i.e., ROC (Receiver Operating Characteristic), Accuracy, Precision, Recall, F-Measure, Sensitivity, and Specificity. We found RF, GLM, XGBoost, and DL were high accuracy-achieving classifiers. However, other perceptions such as detecting unexplored features that might be related to the forecasting of outputs can also boost the accuracy of the prediction model. Through machine learning methods, we identified the group of students that were confused when attempting the homework exercise, to help foster their knowledge and talent to play a vital role in environmental development.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Performance Assessment of University Lecturers: A Data Mining Approach

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Milkhatun Milkhatun ◽  
Alfi Ari Fakhrur Rizal ◽  
Ni Wayan Wiwin Asthiningsih ◽  
Asslia Johar Latipah
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Approaches ◽  
Teaching Materials ◽  
Study Program ◽  
Data Mining Approach ◽  
Quality Of Teaching ◽  
Significant Difference

A lecturer with a good performance has a positive impact on the quality of teaching and learning. The said quality  includes the delivery of teaching materials, learning methods, and ultimately the academic results of students. Performance of lecturers contributes significantly to the quality of research and community service which in turn improves the quality of teaching materials. It is desirable, therefore, to have a method to measure the performance of lecturers in carrying out the Tri Dharma (or the three responsibility) activities, which consist of teaching and learning process, research, and community service activities, including publications at both national and international level. This study seeks to measure the performance of lecturers and cluster them into three categories, namely "satisfactory", "good", and "poor". Data were taken from academic works of nursing study program lecturers in conducting academic activities. Clustering process is carried out using two machine learning approaches, which is K-Means and K-Medoids algorithms. Evaluation of the clustering results suggests that K-Medoids algorithm performs better compared to using K-Means. DBI score for clustering techniques using K-Means is -0.417 while the score for K-Medoids is -0.652. The significant difference in the score shows that K-Medoids algorithm works better in determining the performance of lecturers in carrying out Tri Dharma activities.

scholarly journals Training Public Health Professionals to Tackle Women, Children, and Families Health Issues: A “Skill-Based Qualitative Learning Approach”

2021 ◽  
Vol 9 ◽  
Author(s):  
Cecilia Obeng
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Health Issues ◽  
Children And Families ◽  
Arduous Task ◽  
The One ◽  
Future Work

Purpose: There are several teaching and learning approaches but finding the one that is appropriate for a particular field or training program is an arduous task. The purpose of this paper is to introduce the “Skill Based Qualitative Learning Approach” (SBQLA) in training health professionals.Description: The SBQLA is a pedagogical approach via which learners are trained in developing qualitative questionnaires and interview skills to learn from experts in the Public Health (PH) field. This teaching approach arms students with interview skills that help them identify and address PH roadblocks and get them authentic information from experts. It also equips them with techniques on how to do formalized presentations and come up with projects and interventions that help mitigate and eliminate drivers of health problems among women, children and families.Assessment: Learners' field experiences are shared in a professional presentation style in a class to help trainees benefit from each other's information and to get formalized feedback on their presentation. Assessment in this learning approach is based on a synthesis and an analysis of data collected from professionals.Conclusion: Findings from this learning approach enables experts to shed light on true stories shared by real and authentic individuals whose faces can be associated with their shared experiences. This learning approach makes it possible for trainees to also initiate projects that help them tackle existing and emerging public health issues in their future work.

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