scholarly journals From Teaching as Transmission to Constructive Alignment

2021 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Vidar Gynnild ◽  
Bernt Johan Leira ◽  
Lars Erik Holmedal ◽  
Jon Coll Mossige ◽  
Dag Myrhaug
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Curriculum Design ◽  
Research Study ◽  
Science And Technology ◽  
Failure Rates ◽  
Final Exam ◽  
Targeted Interventions ◽  
Constructive Alignment ◽  
Students Satisfaction

This paper reports on an action research study on curriculum design in an optional module at the Norwegian University of Science and Technology. There were two professors teaching their respective parts, henceforth termed “Part 1” and “Part 2”. Oral evaluations confirmed students’ satisfaction with teaching; however, failure rates had been an issue for years and was a concern to the professors who were wondering why. This study sets out to explore causes of poor academic achievement in order to launch targeted interventions. A major issue was students’ limited capabilities in dealing with conceptual and theoretical problems. This was partially explained by a mismatch between types of problems in the exercises compared with those at the final exam. The ensuing intervention included the redesign of tasks to improve alignment of course components as well as introducing a mid-term exam specifically addressing conceptual and theoretical themes. Failure rates dropped markedly in subsequent years due to students’ enhanced ability to cope with the broader spectrum of course requirements.

scholarly journals Perceptions of Peer Tutoring at a University in Chile

2020 ◽  
Vol 12 (25) ◽  
pp. 21-38 ◽  
Author(s):  
Silvina Zapata
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Focus Groups ◽  
Learning Outcomes ◽  
Research Study ◽  
Academic Support ◽  
Action Plan ◽  
Well Being ◽  
Support Program ◽  
Self Confidence

The purpose of this Action Research study is to explore students' perceptions of their experience in an Academic Support Program[i] (ASP) implemented in a Chilean university to align students' lack of competencies to the minimum required to be able to succeed. Focus groups were held with 21 participants who revealed that the ASP increased their self-confidence and academic achievement. However, students' level of awareness regarding the benefits of the ASP needs to be improved to promote their participation. The findings will generate an action plan to improve students' learning outcomes and well-being.   [i] Academic Support Program

scholarly journals A mixed-methods study of online learning in the EFL classroom

2021 ◽  
Vol 16 (1) ◽  
pp. 95
Author(s):  
Carolina Girón-García ◽  
Sorina Boghiu-Balaur
Keyword(s):  
Academic Achievement ◽  
Mixed Methods ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Mixed Methods Study ◽  
Education Students ◽  
Final Exam ◽  
Information And Communication ◽  
The Subject ◽  
Students Satisfaction

<p class="Normal1"><span lang="EN-GB">The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. </span></p>

scholarly journals PENERAPAN WORK PREPARATION DAN INTENSITAS PENDAMPINGAN PADA CAPAIAN PRESTASI PRAKTIK PEMESINAN MAHASISWA JURUSAN MESIN FAKULTAS TEKNIK UNIVERSITAS NEGERI YOGYAKARTA

2010 ◽  
Vol 2 (2) ◽  
Author(s):  
Thomas Sukardi
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Research Study ◽  
State University ◽  
Engineering Faculty ◽  
Qualitative Descriptive ◽  
Action Research Study ◽  
Classroom Action Research ◽  
Abstract Work

Abstract: Work Preparation and Coaching Intensity to Improve MechanicalEngineering Students’ Academic Achievement in the Machinery Practicum in theEngineering Faculty of the Yogyakarta State University. This study aims to revealthe effects of the work preparation and coaching system for mechanical engineeringstudents of the Engineering Faculty of the Yogyakarta State University on the 3rdMachinery Practicum. This study was a classroom action research study. Thepopulation comprised all the students and the sample consisted of 19 3rd semesterstudents. The data were collected through questionnaires, observations, anddocuments and analyzed by quantitative and qualitative descriptive techniques.The results are as follows. 1) The work preparation and coaching system ran welland was conducted in 10 weeks (2 cycles). The work preparation was made by thestudents before the class started. They consulted the lecturer 10 minutes before. Thecoaching was effective if it was carried out every 30 minutes since that class started.2) The students passed this practicum if they obtained a score of 78.15 andsuccessfully finished 5 of 7 jobs. 3) The process ran well and the students showed agood attitude towards work and worked seriously.Keywords: work preparation, coaching intensity

Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education

2020 ◽  
Vol 8 (3) ◽  
pp. 127-134
Author(s):  
Reynaldo Morales Cardenas
Keyword(s):  
Action Research ◽  
Environmental Education ◽  
First Nations ◽  
Digital Media ◽  
Curriculum Design ◽  
Informal Education ◽  
Community Education ◽  
Marginalized Communities ◽  
Learning Programs ◽  
Local Actors

This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.

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