scholarly journals Emergence of Different Perspectives of Success in Collaborative Learning

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Sarina Falcione ◽  
Eleanor Campbell ◽  
Brett McCollum ◽  
Julia Chamberlain ◽  
Miguel Macias ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Teaching Methods ◽  
Significant Variation ◽  
Learning Experience ◽  
Prior Experience ◽  
Educational Practice ◽  
Interactive Teaching ◽  
The Individual ◽  
Past Experiences ◽  
Prior Experiences

Collaborative learning involves an interdependence between success of the individual and success of the group, requiring both personal preparation and teamwork. Asynchronous work, in combination with group interaction and problem solving, differentiates collaborative learning from other interactive teaching methods. In this study, three professors and five student participants individually reflected on a past collaborative learning experience that they considered successful. Reflections were coded using thematic analysis. Themes that emerged from participant’s descriptions of successful collaborative learning were: (a) familiarity with collaborative learning, (b) relationships, (c) benefits, (d) motivations, and (e) design and process. Furthermore, a phenomenographic theoretical framework revealed that a participant’s prior experiences generated significant variation in what characteristics they described as promoting success in collaborative learning. Past experiences that can generate this variation include training in educational theory, participation in and familiarity with related research, the individual’s role, prior experience with collaborative learning as a student, and advocacy by one’s professor before participation in collaborative learning. Our findings can inform educational practice, improving the implementation of collaborative learning pedagogies.

Educational Implications of Dyscalculia

1979 ◽  
Vol 26 (7) ◽  
pp. 42-46
Author(s):  
Paul F. Flinter
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Learning Experience ◽  
Language Disorders ◽  
First Year ◽  
Reading Problems ◽  
Numerical Classification ◽  
Time Operation ◽  
Educational Implications ◽  
The Individual

One of a child's finest attainments in his learning experience is the concept of number—ideas of quantity, weight, time. operation, numerical classification and problem solving. These principles begin early and develop as the individual grows. According to Gessell and Amatruda (1947) generalizations are made as early as in the first year with manipulations of various objects. Piaget (1953) observed acquisition of number concepts through a series of sequential levels depending upon the individual's readiness. A majority of children will acquire understanding of number and will encounter little difficulty. However, some will fail because of language disorders, faulty teaching methods, reading problems, or disturbances of qualitative thinking (Johnson and Myklebust 1967).

scholarly journals Modern writing blogs in the literary, scientific, and educational space

Neophilology ◽  
2021 ◽  
pp. 475-482
Author(s):  
Svetlana A. Starostina
Keyword(s):  
Teaching Methods ◽  
Semantic Content ◽  
Educational Process ◽  
Project Work ◽  
Interactive Teaching ◽  
Literary Process ◽  
Institu Tions ◽  
Artistic Work ◽  
The One ◽  
The Individual

We consider the phenomenon of network literature as an integral part of the modern literary process. We analyze such a phenomenon as a “writing blog” for its compliance with the basic requirements of the neterature: hypertextuality, interactivity, multimedia, informality and pro-cessuality of the text, as well as its semantic content. We conduct a study of the author’s blogs of D. Glukhovsky, E. Vodolazkin, E. Grishkovets, on the one hand, as methods of creating an artistic work, on the other, as ways of promoting the personality and creativity of the writer. Meanwhile, we identify not only the author’s peculiarities of blogging and communication of writers with the readership, but also the individual approaches of particular artistic individuals to the creation and popularization of their works (collective texts writing, combining an artistic work with multimedia content, etc.). We consider the issue of studying online literature in secondary educational institu-tions, and also develop ways to solve it. In particular, we propose an introduction to the educational process of research project work on topical issues of neterature, modern interactive teaching methods, as well as communication of schoolchildren with modern network writers in the format of forums and blogs.

scholarly journals SUBJECT INFORMATION AND EDUCATIONAL ENVIRONMENT AS MEANS OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE PROFESSIONALS

2017 ◽  
Vol 2 ◽  
pp. 176
Author(s):  
Elena Zhestkova
Keyword(s):  
Teaching Methods ◽  
Communicative Competence ◽  
Communication Competence ◽  
Computer Training ◽  
Educational Environment ◽  
Educational Activity ◽  
Theoretical Research ◽  
Interactive Teaching ◽  
Information And Communication ◽  
The Individual

Informatization and unprecedented advances in technology make it necessary to adapt the development of skills in the information society. At present, information and communication competence becomes an urgent need and a prerequisite for the success of future specialists, so it is necessary to increase the efficiency of work, to communicate, to access information and to receive services. Information and communicative competence of a future expert is a complex formed by the individual qualities that provide flexibility and willingness to change; efficiency of professional work in the conditions of informatization of a modern society in order to acquire information and communicative competence. Despite numerous studies of the problem connected with the formation of information and communication competence, the actual level of knowledge and skills of graduates of Russian schools in this area is quite low. Therefore the problem of the search tools to more effectively develop the information and communication competence of a future specialist is highly relevant. Today information educational environment becomes one of the main means of training meeting the requirements of a competence approach. These features are provided by the didactic specificity of methodological support of educational environment, by shifting the emphasis from educational activity of the teacher to the use of active and interactive teaching methods, active and independent cognitive activity of students; orientation in learning not only to the result of training, but also the process of development of new information and applying it to produce results; giving students the freedom of choice of means of implementation of the training task. Subject information and educational environment can be defined as an open educational system formed on the basis of information of educational resources, computer training facilities, modern means of communication, educational technology which is aimed at the formation of creative, intellectual and social development of the individual. As the theoretical research and practical experience show, the subject e-learning environment in combination with active and interactive teaching methods, individual and group creative tasks in the context of future professional activity of a specialist is one of the leading factors in the formation of its information and communication competence. The author describes in detail the stages of the electronic textbook development, as well as web quests in the teaching of philological sciences at the university, and enumerates a number of advantages of their use.

scholarly journals USING THE METHOD OF COLLABORATIVE LEARNING SCHOOLCHILDREN ON THE EXAMPLE THE TOPIC «VOLUMES OF POLYHEDRA»

2020 ◽  
Vol 65 (1) ◽  
pp. 280-286
Author(s):  
B. Rabinovich ◽  
◽  
D. Zhanzakova ◽  
Keyword(s):  
Collaborative Learning ◽  
Teaching Methods ◽  
Active Role ◽  
Interactive Methods ◽  
Creative Potential ◽  
Interactive Teaching ◽  
Self Development ◽  
Teacher Needs ◽  
Theoretical Foundations

One of the most important tasks of training today is the development of the student's creative potential. The teacher needs to create conditions in which the student would seek to get new results of their work and then apply them in practice. The collaborative learning method refers to interactive learning methods and promotes and contributes to the formation of the creative personality of a student capable of self-development and self-education and transition from formal assignments to the active role of the student, able to defend own opinion when performing tasks. Interactive methods of teaching stereometry are not well represented in the methodological literature. The article discusses the theoretical foundations of interactive teaching methods and provides fragments of lessons on the topic «Volume of polyhedral» using the method of teaching in collaborative learning.

THE PEDAGOGICAL CASE AS A MEANS OF THE DEVELOPMENT OF CRITICAL THINKING OF FUTURE TEACHERS

2019 ◽  
pp. 29-38
Author(s):  
I. Leontieva
Keyword(s):  
Teaching Methods ◽  
Educational Practice ◽  
Educational Process ◽  
Highly Qualified ◽  
Situation Analysis ◽  
Interactive Teaching ◽  
Points Of View ◽  
Productive Discussion ◽  
Training Case

Training of a highly qualified specialist, able to professionally apply in practice modern pedagogical forms, methods and techniques based on the formed competences and abilities, as well as his own readiness to solve actual problems of pedagogical science and educational practice, should be due to such methods and technologies that will ensure the educational process higher education, including active, or as they are called interactive, teaching methods. Their essence lies in the organization of interaction-based learning, dialogue, during which students learn to think critically, group into groups to share experiences and solve complex practical problems based on the analysis of circumstances and information provided, take into account alternative points of view, take responsibility , make thoughtful decisions, refocus knowledge-retransmitters on tutors, facilitators, supervisors, coaches, and passive students to active participants in the educational process. These include case-study (translated from English - the method of situation analysis). The training case is a description of the real situation; events that have taken place in a particular field and are described by the author in order to provoke discussion in a teaching audience, stimulate students to thorough analysis, productive discussion and decision making. The case should be considered as the only information complex that allows the student to fully understand the situation. The essence and historical dimension of case-study technology are covered in the article; the possibilities of its introduction into the educational process of preparation of masters in the specialty "011 Educational, pedagogical sciences" are outlined; the works of domestic and foreign scientists, teacher-practitioners on the use of educational cases in the practice of teacher training are analyzed; an example of a pedagogical case and an algorithm of work with him by a teacher and students during a practical lesson are offered.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ СОГЛАСОВАНИЯ ГУМАНИТАРНОГО СТИЛЯ МЫШЛЕНИЯ И ЕСТСТВЕННОНАУЧНОГО ЗНАНИЯ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА// Academy Journal No.5(17), 2019/ Chief Editor Susan Belih /OEAPS Inc.(Open European Academy of Public Sciences). Tallinn, Estonia. 09.05.2019: OEAPS Inc., 2019. - pp. 45-53.

2019 ◽  
Author(s):  
Раиса Николаевна Афонина ◽  
Людмила Константиновна Синцова
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Methods ◽  
Natural Science ◽  
Chief Editor ◽  
Interactive Teaching ◽  
European Academy ◽  
Secondary School Education ◽  
New Knowledge ◽  
Knowledge Practice

В статье рассматривается проблема согласования гуманитарного стиля мышления и естественнонаучного знания. Практика показывает, что у студентов, выбравших для обучения гуманитарные специальности, преобладает гуманитарное мышление. Оно сформировано условиями профильного обучения в средней школе и продолжает развиваться на этапе получения высшего образования. Гуманитарный тип мышления характеризуется диалогичностью, вариативностью, креативностью, самостоятельностью в освоении новых знаний, способностью к интеллектуальным изобретениям и экспериментам с неизвестными и неочевидными результатами, к рефлексивности и критичности результатов деятельности. Важнейшими условиями повышения эффективности в освоении содержания естественнонаучных дисциплин студентами-гуманитариями являются учет возможностей и познавательных интересов студентов, использование резервов учебной информации, интерактивных методов обучения.The article deals with the problem of harmonizing the humanitarian style of thinking and natural science knowledge. Practice shows that students who choose humanities to study in humanities have humanitarian thinking that prevails. It is shaped by the profile of secondary school education and continues to evolve at the stage of higher education. The humanitarian type of thinking is characterized by dialogue, variability, creativity, autonomy in the development of new knowledge, the ability to intellectual inventions and experiments with unknown and non-obvious results, to reflexivity and criticality of the results of activities. The most important conditions for increasing the effectiveness in mastering the content of natural science disciplines by students of the humanities are taking into account the capabilities and cognitive interests of students, the use of reserves of educational information, interactive teaching methods.

Stasis Anxiety

2017 ◽  
Author(s):  
Andrew van der Vlies
Keyword(s):  
South Africa ◽  
Civil War ◽  
Black Writers ◽  
Political Rights ◽  
Ancient Greek ◽  
Individual Subject ◽  
Starting Point ◽  
The Individual ◽  
Past Experiences ◽  
Contemporary Writing

Two recent debut novels, Songeziwe Mahlangu’s Penumbra (2013) and Masande Ntshanga’s The Reactive (2014), reflect the experience of impasse, stasis, and arrested development experienced by many in South Africa. This chapter uses these novels as the starting point for a discussion of writing by young black writers in general, and as representative examples of the treatment of ‘waithood’ in contemporary writing. It considers (spatial and temporal) theorisations of anxiety, discerns recursive investments in past experiences of hope (invoking Jennifer Wenzel’s work to consider the afterlives of anti-colonial prophecy), assesses the usefulness of Giorgio Agamben’s elaboration of the ancient Greek understanding of stasis as civil war, and asks how these works’ elaboration of stasis might be understood in relation to Wendy Brown’s discussion of the eclipsing of the individual subject of political rights by the neoliberal subject whose very life is framed by its potential to be understood as capital.

Commentary

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Self Esteem ◽  
Social Imaginary ◽  
Active Engagement ◽  
Socioeconomic Conditions ◽  
Personal Meanings ◽  
Self Evaluation ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Past Experiences

Chapter 12, “Commentary: Personalization,” discusses the process of personalization, based on the portraits presented in Chapters 8–11. Personalization is not just a matter of individual variation; it is a form of active engagement through which individuals endow imaginaries with personal meanings and refract the imaginary through their own experiences. The portraits illustrate how the social imaginary of childrearing and self-esteem entered into dialogue with the complex realities of people’s lives. Parents’ ability to implement their childrearing goals was constrained and enabled by their past experiences and by socioeconomic conditions. The individual children were developing different strategies of self-evaluation, different expectations about how affirming the world would be, and different self-defining interests, and their self-making varied, depending on the situation. Some children received diagnoses of low self-esteem as early as preschool.

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