scholarly journals Creative teaching design in STEM: Using graduate learning outcomes to distribute students' existing knowledge in first-year biology practical work groups

2019 ◽  
Vol 16 (3) ◽  
pp. 4-17 ◽  
Author(s):  
Julia Savage ◽  
◽  
Jillian Healy ◽  
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Work Groups ◽  
Practical Work ◽  
First Year ◽  
Education Practice ◽  
Science Technology ◽  
New Learning ◽  
First Year University

In Australia, a significant number of students enrol in first-year university biology without the benefit of high school biology. In order to help students support each other, the authors of this paper (a central unit academic developer and a biology coordinator of first-year biology) created a classroom activity that facilitated the distribution of the more experienced students of biology throughout the practical work groups. An important feature of this creative design for forming groups, called the GLO Activity in this paper, was the embedding of two of the University’s key teaching and learning priorities within the activity. These were the University’s eight graduate learning outcomes (GLOs) and, inclusive education practice. We discuss creative pedagogies in STEM (Science, Technology, Engineering and Maths) and their link to supporting students in their first year of university study. We explain our scholarly thinking behind the GLO Activity and evaluate its impact. Finally, we reflect on how we, the educators, found satisfaction in thinking deeply to create a new learning structure for a biology practical class that solved one teaching challenge but also met a number of the University’s curriculum principles.

scholarly journals Drama online

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
Jennifer Nicholls ◽  
Robyn Philip
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
First Year ◽  
Web Based ◽  
Exciting Opportunity ◽  
First Year University ◽  
The Impact ◽  
Unit Coordinator ◽  
The Web

Drama, because of its practical requirements, would seem to be one of the last courses to benefit from the incorporation of online learning technologies. Yet, by embedding web based conferencing in the curriculum, and utilising the graphic and communication capabilities of the web, there is an exciting opportunity to enrich the learning environment in drama. Predictably, such innovations have an impact on the pedagogy. In this paper the authors (unit coordinator and educational developer) report on evaluations conducted over two years in Elements of Drama, a first year university unit. We particularly refer to the impact of the introduction of a compulsory, online collaborative assignment and the change this made to the teaching and learning outcomes. We discuss the changing pattern of delivery of this unit which now affords both on campus and distance students more opportunities for interaction and communication. We evaluate the effectiveness of the online assignment and discuss the factors that contributed to its success.

scholarly journals Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Abdullah Ahmed Zughaibi
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Learning Outcomes ◽  
English Learners ◽  
Test Performance ◽  
First Year ◽  
English Major ◽  
Males And Females ◽  
First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

scholarly journals Exploring Students’ Learning of Integral Calculus using Revised Bloom’s Taxonomy

2021 ◽  
Author(s):  
◽  
Farzad Radmehr
Keyword(s):  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Metacognitive Knowledge ◽  
First Year ◽  
Tertiary Level ◽  
Integral Calculus ◽  
Fundamental Theorem Of Calculus ◽  
Revised Bloom's Taxonomy ◽  
First Year University ◽  
Metacognitive Experiences

<p>Integral calculus is one of the topics involved in mathematical courses both at secondary and tertiary level with several applications in different disciplines. It is part of gateway mathematical courses at universities for many majors and important for the development of the science. Several studies had been undertaken for exploring students’ learning of integral calculus, both at the secondary and tertiary level, using a variety of frameworks (e.g., Action-Process-Object-Schema (APOS) theory (Dubinsky, 1991). However, students’ learning of integral calculus has not been explored in terms of metacognitive experiences and skills, and the number of studies which have explored metacognitive strategies in relation to the students’ learning of integral calculus is limited. Therefore, this study used Revised Bloom’s Taxonomy (RBT) (Anderson et al., 2001), Efklides’s metacognition framework (Efklides, 2008), and an adaptation of VisA (Visualization and Accuracy) instrument (Jacobse & Harskamp, 2012) for exploring students’ learning of integral calculus.  A multiple case study approach was used to explore students’ learning of the integral-area relationships and the Fundamental Theorem of Calculus in relation to the RBT’s factual, conceptual, and procedural knowledge, and the facets of metacognition including metacognitive knowledge, experiences, and skills. The study sample comprised of nine first year university and eight Year 13 students who participated in individual semi-structured interviews answering nine integral calculus questions and 24 questions related to the RBT’s metacognitive knowledge. Integral calculus questions were designed to address different aspects of RBT’s knowledge dimension and activate RBT-related cognitive processes. A think aloud protocol and VisA instrument were also used during answering integral calculus questions for gathering information about students’ metacognitive experiences and skills. Ten undergraduate mathematics lecturers and five Year 13 mathematics teachers were also interviewed in relation to the teaching and learning of integral calculus to explore students’ difficulties in the topic. The entire teaching of integral calculus in a first year university course and a Year 13 classroom were video recorded and observed to obtain a better understanding of the teaching and learning of integral calculus in the context of the study.  The study findings in terms of the RBT’s factual knowledge show several students had difficulty with notational aspects of the Fundamental Theorem of Calculus (FTC) (e.g., Thompson, 1994) whereas this issue was not dominant for the definite integral. In relation to the RBT’s conceptual and procedural knowledge for both topics, conceptual knowledge was less developed in students’ minds in comparison to procedural knowledge (e.g., students had not developed a geometric interpretation of the FTC, whereas they were able to solve integral questions using the FTC). The obtained results were consistent with previous studies for these three types of knowledge. The study contributes to the current literature by sharing students’ metacognitive knowledge, experiences and skills in relation to integral calculus. The findings highlight some student learning, monitoring, and problem-solving strategies in these topics. A comparison between University and Year 13 students’ results showed students across this transition had different factual, conceptual, procedural, and metacognitive knowledge in these topics. For instance, University students in the sample use online resources more often than Year 13 students, are more interested in justifications behind the formulas, and have more accurate pre and post-judgments of their ability to solve integral questions. The information obtained using questions based on RBT and the metacognition framework indicates that these two together may be very useful for exploring students’ mathematical learning in different topics.</p>

scholarly journals A case study: Do discipline-based programmes improve student learning outcomes?

2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Robert Kennelly ◽  
Anna Maldoni ◽  
Doug Davies
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Student Assessment ◽  
First Year ◽  
Unique Contribution ◽  
Domestic Students ◽  
Models Of Teaching ◽  
First Year University

This paper contributes to the growing body of knowledge that supports a disciplinebased approach to academic and language development. To address the academic literacy needs of both international English as an Additional Language (EAL) and domestic students, universities are moving from generic to embedded models of teaching. This project was motivated by the realisation that students had unmet needs in terms of the academic competence required for successful tertiary study. This demonstrates a lack of educational integrity on behalf of the universities to ensure that students gain sufficient academic and language skills for success in firstyear university study. This paper reports on the use of a teaching and learning model which demonstrates the effectiveness of embedding the development of academic and language skills within a particular discipline for EAL students and others. The unique contribution of this paper is that it uses a team-taught approach across two disciplines. It shows that discipline management specialists working in conjunction with English language specialists provide a reconsideration of teaching and learning strategies and modes of assessment that lead to better outcomes for both students and staff. Success of the programme was indicated by student assessment, attendance data, student evaluations, and reflection of peer teaching practices. Finally, the paper makes recommendations for the inclusion of embedded programmes in first-year university study using a diagnostic tool to determine specific student needs. Longitudinal studies need to be undertaken to ascertain specifically whether the benefits of discipline-based programmes are sustained in the longer term and additionally why many “at risk” students do not participate in the programme.

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

scholarly journals Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices

2018 ◽  
Vol 18 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Allison White
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
High Impact Practices ◽  
Completion Agenda ◽  
Cumulative Learning ◽  
The University

A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. High-impact practices are defined as teaching and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.

scholarly journals Manajemen Pembelajaran Pendidikan Agama Islam Berbasis Inklusi bagi Anak Disabilitas di Kota Makassar

2020 ◽  
pp. 1
Author(s):  
Rd. Zaky Miftahul Fasa
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Learning Activities ◽  
Islamic Education ◽  
Diverse Learning ◽  
Outcomes For Children ◽  
Study Techniques

Inclusive education, especially in the Islamic education (PAI) subject, is a guaranteed concept for citizens to get their right for education without exception. This study aims to determine how inclusion-based PAI learning management for children with disabilities in Makassar City uses qualitative methods and uses observation, interview and documentation study techniques. There are four findings in this study, namely: (1) learning planning has been prepared by Islamic Education teachers based on the curriculum of 2013 and adapted to the characteristics of the child and documented in the form of a syllabus and learning implementation plan, (2) the implementation of PAI teaching and learning activities are implemented with a strategy diverse learning; selecting and using varied learning methods; as well as the use of learning media, (3) evaluation of Islamic Education learning outcomes for children with disabilities is carried out by using test and non-test techniques, (4) there are obstacles in learning Islamic Education with children with disabilities, namely the competence of Islamic Education teachers in presenting the learning process, supporting facilities and the lack of handbooks (textbooks) for PAI for children with disabilities so that Islamic education learning is not optimal.

scholarly journals Efektifitas Metode Scramble Dalam Pembelajaran Pendidikan Agama Islam di SDN Balonggabus Sidoarjo

2021 ◽  
Vol 3 (2) ◽  
pp. 161-178
Author(s):  
Femiliana Hakim
Keyword(s):  
Learning Outcomes ◽  
Religious Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Literature Study ◽  
The Third ◽  
New Learning ◽  
Learning Technique ◽  
Improve Student Learning

Islamic religious education learning (PAI) at elementary school has been dominated teacher and is not conducted maximally. This causes students' attention less focused in the teaching and learning process. To overcme this problem, it needs an alternative learning method. This article is descriptive analytic using a qualitative approach. The data is collected used literature study. The research results indicate three things. The first is, the scramble method is a relatively new learning technique, it also makes students are actively involved in the teaching and learning process. The second is, PAI learning is still dominated by the teacher which causes students to be less active and resulted learning outcomes too low. The third is, the scramble method is very important to be applied in PAI learning for elementary schools. This is done to improve student learning outcomes and change the monotonous learning methods. [Pembelajaran pendidikan agama Islam (PAI) pada jenjang sekolah dasar menunjukkan masih didominasi belum berlangsung secara maksimal. Hal ini menyebabkan perhatian siswa kurang fokus saat belajar di sekolah. Diperlukan metode pembelajaran alternatif untuk mengakhiri permasalahan ini. Artikel ini bersifat deskriptif-analitik dengan menggunakan pendekatan kualitatif. Pengumpulan datanya menggunakan studi kepustakaan. Hasil pembahasan tulisan ini menunjukkan kepada tiga hal. Pertama menunjukkan bahwa metode scramble adalah teknik pembelajaran yang tergolong baru dan mampu menjadikan siswa aktif dalam proses pembelajaran. Kedua adalah kondisi pembelajaran PAI selama ini masih didominasi oleh metode ceramah yang menyebabkan siswa kurang aktif sehingga hasil belajar siswa masih tergolong rendah. Ketiga adalah metode scramble semakin penting (urgent) untuk diterapkan dalam pembelajaran PAI pada sekolah dasar. Hal ini didorong keinginan untuk menaikkan hasil belajar siswa dan mengakhiri metode pembelajaran yang selama ini masih monoton]

Using the WebQuest Approach to Elicit Student Engagement in a University Course

2018 ◽  
pp. 454-478
Author(s):  
Stephen Asunka
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Processes ◽  
First Year ◽  
Research Approach ◽  
Student Activities ◽  
Student Grades ◽  
University Course

Following a realization that first year undergraduate students at a private university in Ghana engaged very minimally in their learning processes, and consequently obtained very weak grades in their courses, this study adopted a qualitative research approach to investigate whether the integration of a WebQuest into the learning processes can help foster student engagement through interactivity, and thus improve learning outcomes. Five students and one instructor participated in the study, and over the course of one academic semester, teaching and learning processes were varied by introducing WebQuest-based learning. Data were gathered by observing student activities as they engaged in the learning processes, and also assessing student learning and satisfaction by looking at student grades and also administering a survey questionnaire to students. Findings indicate that educational technologies such as the WebQuest can potentially foster student engagement in learning and also help improve learning outcomes. Implications of these findings are discussed.

Sign in / Sign up

Export Citation Format

Share Document