Development of Innovative Pedagogical Practices for a Modern Learning Experience

2021 ◽  
Keyword(s):  
Teacher Development ◽  
Curriculum Reform ◽  
Learning Experience ◽  
Learning Experiences ◽  
Pedagogical Practices ◽  
Teaching Approaches ◽  
Related Research ◽  
Modern Learning ◽  
Research Findings ◽  
Shed Light

In the current volume, the selected studies have been grouped into three thematic sections, presenting readers with a set of distinct but related research on meaningful issues for a modern learning experience. The first three chapters present professional and teacher development perspectives and collectively shed light on how to develop, maintain, and improve pre and in-service teacher training and professional development. The second set of four chapters provide research findings that describe the results of direct applications of modern learning elements through course assignments and teaching approaches. The final five chapters focus on critical thinking and range in their focus from classroom-based studies to full-scale curriculum reform. The collection of chapters presented in this volume represents the eclectic nature of modern learning experiences and demonstrate its applicability across educational contexts and disciplines. It is my hope that the chapters will resonate with other educational researchers in search of novel ways of creating, facilitating, and investigating modern learning experiences.

scholarly journals Development of Innovative Pedagogical Practices for a Modern Learning Experience: Introduction

2021 ◽  
Author(s):  
Dennis Koyama ◽  
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Curriculum Reform ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Teaching Approaches ◽  
Related Research ◽  
Modern Learning ◽  
Research Findings ◽  
Shed Light

In the current volume, the selected studies have been grouped into three thematic sections, presenting readers with a set of distinct but related research on meaningful issues for a modern learning experience. The first three chapters present professional and teacher development perspectives and collectively shed light on how to develop, maintain, and improve pre and in-service teacher training and professional development. The second set of four chapters provide research findings that describe the results of direct applications of modern learning elements through course assignments and teaching approaches. The final five chapters focus on critical thinking and range in their focus from classroom-based studies to full-scale curriculum reform.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

The Scoping Review of Smart Healthcare Applications in Medical Health (Preprint)

2020 ◽  
Author(s):  
Cheng Hang Wu ◽  
Ching Ju Chiu ◽  
Yen Ju Liou ◽  
Chun Ying Lee ◽  
Susan C. Hu
Keyword(s):  
Systematic Reviews ◽  
Mobile Health ◽  
Scoping Review ◽  
Search Strategy ◽  
Rapid Development ◽  
Related Research ◽  
Geographic Access ◽  
Smart Healthcare ◽  
Research Findings ◽  
Healthcare Interventions

BACKGROUND There is still no consensus on research terms for smart healthcare worldwide. The study conducted by Lewis 10 years ago showed extending geographic access was the major health purpose of health-related information communication technology (ICT), but today's situation may be different because of the rapid development of smart healthcare. Objective: The main aim of this study is to classify recent smart healthcare interventions. Therefore, this scoping review was conducted as a feasible tool for exploring this domain and summarizing related research findings. OBJECTIVE The main aim of this study is to classify recent smart healthcare interventions. Therefore, this scoping review was conducted as a feasible tool for exploring this domain and summarizing related research findings. METHODS The scoping review relies on the analysis of previous reviews of smart healthcare interventions assessed for their effectiveness in the framework of a systematic review and/or meta-analysis. The search strategy was based on the identification of smart healthcare interventions reported as the proposed keywords. In the analysis, the reviews published from January 2015 to December 2019 were included. RESULTS The number of publications for smart healthcare's systematic reviews has continued to grow in the past five years. The search strategy yielded 210 systematic reviews and/or meta-analyses addressed to target groups of interest. 68.5% of these publications used mobile health as a keyword. According to the classification by Lewis, 37.62% of the literature was applied to extend geographic access. According to the classification by the Joint Commission of Taiwan (JCT), 48.84% of smart healthcare was applied in clinical areas, and 60% of it was applied in outpatient medical services. CONCLUSIONS Smart healthcare interventions are being widely used in clinical settings and for disease management. The research of mobile health has received the most attention among smart healthcare interventions. The main purpose of mobile health was used to extend geographic access to increase medical accessibility in clinical areas. CLINICALTRIAL none

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten

2021 ◽  
Vol 13 (7) ◽  
pp. 3613
Author(s):  
Carola Kleemann
Keyword(s):  
Language Learners ◽  
Kindergarten Teachers ◽  
Pedagogical Practices ◽  
Institution Building ◽  
Language Practices ◽  
Language And Culture ◽  
Raising Awareness ◽  
Core Areas ◽  
Assimilation Policy ◽  
Shed Light

The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas.

Disordered Books and Dynamic Archives: Rabbinic Scholarly Practices in Early Modern Ashkenaz

AJS Review ◽  
2021 ◽  
Vol 45 (1) ◽  
pp. 48-75
Author(s):  
Tamara Morsel-Eisenberg
Keyword(s):  
Sixteenth Century ◽  
Early Modern ◽  
Dynamic Activity ◽  
Modes Of Transmission ◽  
Printed Books ◽  
Modern Learning ◽  
Shed Light

This article examines early modern learning through Ashkenazic responsa. Beyond explicit evidence from published responsa collections, implicit insights dwell in what these publications lack. These missing features shed light on sixteenth-century scholarly practices. The works’ organizational inconsistencies must be understood in context of learned archives. Such an adjustment offers a corrective to the regnant narrative, which views the introduction of print as a sharp rupture from earlier modes of transmission. This article suggests instead that the culture of printed books coexisted with older approaches, and that print was complemented by more disorderly and unconstrained forms of transmission. Comparing rabbinic “paper-ware” with contemporaneous humanist practices highlights the rabbi's working papers, focusing on a culture's dynamic activity rather than its stable output. This shift in perspective allows us to see rabbinic writings not merely as a collection of books but as a mode of scholarship.

Investigation of Attitudes Toward Chemistry and Learning Experiences of Pre-Service Chemistry Teachers

2021 ◽  
pp. 191-211
Author(s):  
Dwi Wahi/udiati ◽  
Hari Sutrisno ◽  
Isana Supiah YL
Keyword(s):  
Random Sampling ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Interview ◽  
Mixed Method Research ◽  
Chemistry Teachers ◽  
Inquiry Based Learning ◽  
Interview Guide ◽  
Students Attitudes ◽  
Attitudes Toward Chemistry

The objective of this research was to investigate the level of students' attitudes toward Chemistry and Learning Experience (ATCLE). The research sample included 191 students (61 male and 130 female) from three universities; Universitas Negeri Mataram, Universitas Islam Negeri Mataram, and IK1P Mataram, Indonesia. The sample has been selected through cluster random sampling and snowballs random sampling. Mixed method research with a descriptive correlational survey model and a semi-structured interview was employed for the study. The data were collected by Chemistry Attitudes and Experiences Questionnaire (CAEQ) and an interview guide. Results showed no significant correlation in the level of attitude toward chemistry based on gender and grades. The finding also revealed that the attitude of pre-service chemistry teachers based on gender and grade were more positive towards research in chemistry than jobs related to chemistry. However, grades influenced the students learning experience, but there was no influence of gender on students learning experience. It is suggested that teachers need to develop a positive attitude toward chemistry and learning experiences of the students through inquiry-based learning practices.

Navigeren in het onderzoeksveld en het onderzoekersveld: reflecties op onderzoekspositionaliteit in (vermeend) insideronderzoek

KWALON ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 43-51
Author(s):  
Jing Hiah
Keyword(s):  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Research Process ◽  
Research Field ◽  
Content Type ◽  
Insider Research ◽  
Labour Relations ◽  
Research Findings ◽  
Shed Light

Abstract Navigating the research and researchers’ field: Reflections on positionality in (assumed) insider research To challenge rigid ideas about objectivity in social science research, qualitative researchers question their own subjectivity in the research process. In such endeavors, the focus is mainly on the positionality of the researcher vis-à-vis their respondents in the research field. In this contribution, I argue that the positionality of the researcher in academia, what I refer to as the researchers’ field, is equally important as it influences the way research findings are received and evaluated. Through reflections on positionality in my insider research concerning labour relations and exploitation in Chinese migrant businesses in the Netherlands and Romania, I explore how my positionality as an insider negatively influenced my credibility and approachability in the researchers’ field. I conclude that it is necessary to pay more attention to researchers’ positionality in academia as it may shed light on and make it possible to discuss the written and unwritten standards of researchers’ credibility and approachability as an academic in the researchers’ field. Accordingly, this could provide insights into the causes of inequalities in academia and contribute to the current challenge for more diversity in academia.

scholarly journals National Identification and Collective Emotions as Predictors of Pro-Social Attitudes Toward Islamic Minority Groups in Indonesia

2014 ◽  
Vol 10 (2) ◽  
pp. 255-276 ◽  
Author(s):  
Ali Mashuri ◽  
Esti Zaduqisti
Keyword(s):  
Minority Groups ◽  
Social Attitudes ◽  
Direct Effects ◽  
Collective Guilt ◽  
Collective Emotions ◽  
National Identification ◽  
Group Data ◽  
Research Findings ◽  
Shed Light

The present study examined the role of Indonesian Moslem majority’s national identification, collective emotions of pride and guilt in predicting their support in helping members of Islamic minority and their perceived inclusion towards this group. Data from this study (N= 182) demonstrated that, in line with our prediction, support for minority helping significantly predicted perceived inclusion. We also hypothesized and found that collective pride and collective guilt directly predicted the minority helping. Finally, national identification had significant direct effects on both collective pride and collective guilt. These findings shed light on the importance of collective emotions and national identification in giving rise to pro-social attitudes of Indonesian Moslem majority towards members of Islamic minority. Implications of the research findings were discussed with reference to theories of group-based emotion and intergroup helping, and to practical strategies Indonesian government can apply to recognize Islamic minorities.

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