scholarly journals Which Factors Affect Learner Achievement? Analysing the Role of Psychological, Surface Level, Environmental and Learner Effort Variables

2015 ◽  
Vol 7 (2) ◽  
pp. 215 ◽  
Author(s):  
Ahmed Al-Azawei ◽  
Karsten Lundqvist
Keyword(s):  
Learning Styles ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Gender Diversity ◽  
Environmental Variable ◽  
Surface Level ◽  
Learner Performance ◽  
Learner Achievement ◽  
Log File

<p>The meshing hypothesis of learning styles suggests that matching teaching and learning styles<br />can promote learning experience. In this research, learning styles (psychological variable),<br />gender diversity (surface level variable), learning modes (environmental variable), and<br />learning time (learner effort variable) were integrated in a model in order to explore their<br />pedagogical impacts on learner performance. The investigated learning environments adopted<br />the traditional teaching approach of ‘one-size-fits-all’. Variables of 59 undergraduate students<br />were measured using the Index of Learning Styles (ILS), an academic record, and a log file of<br />Moodle system. Based on the proposed model, the identified hypotheses were quantitatively<br />analysed. Surface level, environmental, and learner effort variables showed to have a<br />significant effect on learner performance. However, the meshing hypothesis could not be<br />proven. This suggests that other variables are more likely to influence achievement than<br />learning styles.</p>

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

scholarly journals Online language teaching and learning: Anglistics students' perspectives on the new educational environment imposed by the COVID 19 outbreak

2020 ◽  
Vol 50 (3) ◽  
pp. 231-248
Author(s):  
Marijana Prodanović ◽  
Valentina Gavranović
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Common Denominator ◽  
Education Policies ◽  
Online Delivery ◽  
Education Environment

This paper focuses on students' perspectives on the quality of online teaching and learning environment, created, and organized as a response to the COVID-19 outbreak, which unexpectedly interrupted the traditional face-to-face education context and changed the delivery and mode of classes overnight. The aim of this research is to gather information pertaining to students' learning experience in an online education environment, and to gain a deeper insight into the nature of online delivery of classes as perceived by students who had not had any similar learning experience prior to this newly created educational context. The theoretical framework of the paper states the latest EU education policies passed as an immediate and urgent response to the pandemic and its aftermath. This pilot study relies on a qualitative research which includes the analysis of a corpus of questionnaires taken by a group of 52 undergraduate students majoring in English. The main part of the questionnaire is composed of open-ended questions, and the respondents were asked to write their own answers, thus providing a valuable resource for the analysis; the other part relies on one Likert-scale question measuring the overall attitude of the respondents to the online learning. The students' answers are analyzed and classified into several categories according to their common denominator. Not only do the results show the students' opinions related to the benefits and drawbacks of online delivery of classes, the comparison of online and traditional form of teaching and learning, types of courses which are more suitable to be delivered in one of these modes, and the students' suggestions how to improve the quality of online classes, but they also shed light on different aspects of online teaching and its complexities enhanced by social and psychological factors involved.

scholarly journals AN EXPLORATION OF THE PROGRESSION POLICY AND ITS EF

2021 ◽  
Vol 9 (3) ◽  
pp. 194-207
Author(s):  
Thandi Priscillia Nkosi ◽  
◽  
Rufus Olufemi Adebayo ◽  
Keyword(s):  
Parental Support ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Analytical Framework ◽  
Negative Influence ◽  
Further Education ◽  
Pass Rate ◽  
Policy Statement ◽  
Structured Interviews ◽  
Learner Achievement

This article examines the Progression Policy and its effects on learner achievement in the Further Education and Training Phase (Grades 10 to 12) amongst five underperforming public secondary schools in Pinetown. Since the adoption of the Progression Policy, the pass rate noticeable declined between 2014 and 2016. Thus, the Progression Policy is used in this study as an analytical framework, whilst the qualitative research design was used to gather data. The faceto-face semi-structured interviews, as well as focus group discussions with educators and principals, served as data collection methods. This study emphasized challenges attributed to the implementation of the Curriculum and Assessment Policy Statement and the Progression Policy in the Pinetown District. The study further revealed that the South African education system, from the Foundation Phase level all the way up, is plagued by serious challenges. The identified challenges include a lack of parental support, learner absenteeism, learner indiscipline, learner demotivation, resource allocation, and teacher-learner ratios. The results also revealed that the socioeconomic environment contributes to a dysfunctional condition in schools, which has a negative influence on the teaching and learning experience amongst educators and learners. Thus, the study proposes the reconfiguration of the Progression Policy alongside practicable and relatable recommendations inconsonance to study.

scholarly journals Seeking Meaning: The Educationally Critical Aspect of Learning About Information Systems

10.28945/2462 ◽  
2002 ◽  
Author(s):  
Chris Cope
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Deep Understanding ◽  
Critical Aspect ◽  
Undergraduate Level ◽  
Learning Tasks ◽  
Deep Approach To Learning ◽  
Phenomenographic Study

The research reported in this paper investigated and compared the experience of learning about the concept of an information system (IS) at a scholarly, and an undergraduate level. A scholarly level learning experience was developed from the literature and represented a benchmark against which students’ learning experiences could be compared. A group of undergraduate students’ learning experiences were investigated in an empirical, phenomenographic study. An awareness and understanding of the process of seeking meaning was found to be an educationally critical aspect of a deep approach to learning about IS and a deep understanding of the concept of an IS. The finding has important implications for teaching and learning about IS. Learning tasks can be designed which aim to enhance learning through focussing students’ awareness simultaneously on the IS conceptual and learning aspects of seeking meaning. An example of the use of rich pictures to achieve this aim is given.

Utilizing VoiceThread to Increase Teacher Candidates' Reflection and Global Implications for Usage

2010 ◽  
pp. 108-123
Author(s):  
Virginia McCormack
Keyword(s):  
Learning Styles ◽  
Web 2.0 ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Learning Experience ◽  
Video Recording ◽  
Web 2.0 Tools ◽  
Teachers And Students ◽  
Visualization And Simulation

A new teaching and learning experience is emerging thanks to the emanation of a new set of Web 2.0 tools. This experience is more inclusive where students are guided through a curriculum that better adapts to their individual learning styles, encourages collaborative teamwork, and facilitates critical thinking and problem solving through a variety of communication, visualization and simulation technologies. A discussion of providing a platform for reviewing and reflecting on shared learning experiences through the use of VoiceThread and digital video recording for all levels of learners is presented. The chapter highlights the power and barriers related to the application of educational technology for teacher candidates, teacher educators, teachers and students. The author proposes that teachers can become empowered, teacher educators and teacher candidates can reflect and connect curriculum with authentic activities through the application of VoiceThread, a Web 2.0 tool that will support learning and collaborating more effectively worldwide.

Collaborative engagement experience-based learning: a teaching framework for business education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shelly L. Freyn ◽  
Mina Sedaghatjou ◽  
Sheree Rodney
Keyword(s):  
Undergraduate Students ◽  
Business Education ◽  
Teaching And Learning ◽  
Business Students ◽  
Learning Experience ◽  
Content Type ◽  
Skill Sets ◽  
Experience Based Learning ◽  
Viable Solution ◽  
Collaborative Engagement

PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions.Originality/valueThe CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.

scholarly journals Architecture students' satisfaction with and perceptions of online design studios during COVID-19 lockdown: the case of Jordan universities

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Saba Alnusairat ◽  
Duaa Al Maani ◽  
Amer Al-Jokhadar
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Content Type ◽  
Campus Design ◽  
Online Design ◽  
Nationally Representative ◽  
New Applications

PurposeThe purpose of this study is to examine the attitudes of students in higher educational institutions in Jordan towards the use of online design studios during coronavirus disease 2019 (COVID-19) lockdown and discusses how their use could enhance the learning process.Design/methodology/approach615 undergraduate students studying architecture in Jordanian universities were recruited to explore the factors that constituted and affected their perceptions of online design studios.FindingsThe findings of this study highlight that many of the participants felt uncertain about aspects of their online learning experience and wanted more guidance and support. Reasons of this disengagement include technical factors, such as poor network quality and lack of familiarity with the new applications. Students and tutors' personal situations when working and studying from home are also relevant due to the tutors' lack of expertise in online teaching, and the limitations of peer interaction. Together, these factors can make the experience of the online design studio more challenging.Research limitations/implicationsThe sample was nationally representative of architecture students from various institutions. However, the study was limited to an exploration of students' opinions, and it did not include the points of view of tutors and decision-makers.Originality/valueThis research was conceived during the period of the COVID-19 lockdown, whilst both tutors and students were experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience. Learners' perspectives can enhance understanding of online design studios to assess their quality and effectiveness.

scholarly journals Teachers Perceptions of Gender Differences in Learning Styles in Pakistan

2020 ◽  
Vol 1 (3) ◽  
pp. 35-46
Author(s):  
Tayyaba Mehmood
Keyword(s):  
Gender Differences ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Undergraduate Level

The purpose of the study is to explore the preferred language learning styles of the undergraduate students based on their gender. In Pakistan, the traditional lecture method is commonly used at the undergraduate level which is teacher centred (Hussain, Azeem & Shakoor, 2011), not accounting for the learner and learning style differences. The difference in learning styles varies from one individual to another; thus, influencing the overall language learning process and performance (Manochehr, 2006). The present study used a mixed method approach, with Kolb’s learning style model (1986) as the basis of the theoretical framework to determine individual learning styles. The sample was selected through purposive sampling technique and comprised of 60 undergraduate students and 10 teachers who were teaching English to these students. Data was collected from the students studying English at the undergraduate level and their teachers by using survey questionnaire and semi structured interviews respectively and was analysed in the form of descriptive statistics. The findings of the study confirmed that gender differences had a direct influence on the learning style preferences of the students. Moreover, both male and female students showed a tendency for Active Experimentation (AE) style of learning, indicating that they want to be actively engaged in their own learning process, instead of merely listening to the lectures being delivered in the traditional method. In addition, although the findings indicated that the teachers were aware of the differences in the learning styles based on gender, but their teaching practices did not account for the preferred learning styles of the students. These results can be further utilized to improve the teaching and learning styles for the students at the undergraduate students.

scholarly journals Andragogical Curriculum for Equipping Successful Facilitators of Andragogy in Numerous Contexts

2014 ◽  
pp. 142-168 ◽  
Author(s):  
John A. Henschke
Keyword(s):  
Adult Learners ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Major Elements ◽  
Higher Order ◽  
Main Thrust ◽  
True Story ◽  
Living Together

This chapter addresses a curriculum definition, especially as it relates to preparing teachers to be successful in working with adult learners. The main thrust is to clearly articulate some of the major elements needed to help the art and science of helping adults learn the ideas and practices of that process and be as consistent/congruent as feasible. Reciprocity among empathy, trust, and sensitivity are considered to be crucial in the teaching and learning exchange. Competence and experience in andragogy is important even to the extent of selecting and using various techniques and methods in the learning experience, whether used with learners in higher-order thinking or used with lower-level learners. Techniques the author has found helpful are: mixing a lecture with discussion of questions raised by learners in response to content of the lecture; encouraging and giving learners opportunity to take more responsibility for their learning, thus becoming more self-directed; varying one's approach for accommodating different learning styles each learner possesses; looking at a perspective of learning in various areas/pillars of life – being, knowing, doing, living together, changing, and developing sustainability. A true story is provided illustrating a principle of andragogy – doing in practice the same thing one believes and says.

scholarly journals Using of undergraduate student’s feedback, learning process and growth mindset to improve the teaching and learning at university

2018 ◽  
Vol 6 (1) ◽  
pp. 111-118
Author(s):  
Jalberth Fernandes De Araujo ◽  
Izadora Soares Cardoso ◽  
Ariadne Caroline Silva Guedes ◽  
Ianca Rocha Ferreira ◽  
Helvio Rubens Reis De Albuquerque
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Effective Communication ◽  
Growth Mindset ◽  
Feedback Learning ◽  
Teachers And Students ◽  
One Year ◽  
Teaching Learning

Several researches indicate that undergraduate students are unsatisfied with their learning experience at university. One of the reasons is the non-effective communication between teachers and students. The non-effective communication may cause problems in teaching and learning, which are fundamental and professional skills that teachers and students must continually develop. Problems in teaching and learning impact directly the learning experience at university of the students, and improve the communication between teachers and students can solve the problems. The communication and, consequently, the teaching and learning, can be improved using the undergraduate student’s feedback. In this paper, a methodology to improve the teaching and learning is presented. The methodology is based on the use of undergraduate student’s feedback, and it was utilized in an electrical engineering classroom during one year. Based on the results, teaching, learning, communication, motivation, engagement and satisfaction of the teacher and students have improved correlating the methodology with the learning process and growth mindset.

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