scholarly journals Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning

2021 ◽  
Vol 18 (3) ◽  
pp. 164-191
Author(s):  
Leovani Guimarães ◽  
◽  
Renato Lima ◽  
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
University Teaching ◽  
Traditional Lecture ◽  
Mixed Methods Approach ◽  
Learning Practices ◽  
Improve Student Learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

scholarly journals Does the Students’ Preferred Pedagogy Relate to their Ethnicity : UK and Asian Experience

2016 ◽  
Vol 6 (1) ◽  
pp. 21-27
Author(s):  
Junko Winch
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Teaching Profession ◽  
Teaching Approaches ◽  
Educational Culture ◽  
Learning Practices ◽  
Multicultural Students ◽  
Culture Of Teaching ◽  
Academic Year

Abstract An increasing number of international students, whose culture of teaching and learning practices are very different from UK students, are studying at British universities. This study investigates multicultural students’ preferences using two different teaching approaches in the 2009/2010 academic year, which is explained in the framework of this study. The study sample was two groups, a total of 34 students who were studying Japanese as a non-credited module. Quantitative and qualitative data was collected using questionnaires. The results showed that students’ preferences in teaching and learning appeared to be altered and influenced by the British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preference of teaching and learning are categorised into three types based on the framework of the study. Those who are in the teaching profession in a multicultural learning environment are encouraged to take consideration of students’ previous educational culture. It is suggested to incorporate teaching and learning practices from non-Anglophone countries to the Anglophone originated teaching approach to capture different preferences of multicultural students, reflecting global international characteristics of teaching and learning environments.

scholarly journals PENERAPAN NILAI-NILAI DEMOKRASI DALAM PROSES BELAJAR MENGAJAR MELALUIMATA PELAJARAN PENDIDIKAN KEWARGANEGARAAN (Suatu Penelitian Pada SMA Negeri 1 Mila Pidie)

2020 ◽  
Vol 1 (2) ◽  
pp. 95-108
Author(s):  
Halik Halik
Keyword(s):  
Civic Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Process Research ◽  
Learning Objectives ◽  
Mutual Understanding ◽  
Democratic Values ◽  
Depth Interviews ◽  
Improve Student Learning

This research entitled "Application of Democratic Values in Teaching and Learning Process in SMA Negeri 1 Mila Pidie" formulation of the problem; 1) How is the application of democratic values in the teaching and learning process of Civic Education subjects ?, 2) What are the barriers experienced by teachers in applying democratic values in the learning process ?. Research purposes; 1) to know the application of democratic values in teaching and learning process of Civic Education subjects, and 2) to know the obstacles faced by teachers in applying democratic values. This study used descriptive qualitative method. The population of this study is all teachers of Civic Education. using sampling sampling, data collection Observations and in-depth interviews. The results of this study indicate that the application of democratic values in teaching and learning process subjects of Civic Education has been done well by teachers, although there are obstacles experienced by teachers. The conclusion of the researcher are: 1) Application of democratic values; tolerance, cooperation, and consensus, striving to maintain differences, fostering friendship among students, developing mutual understanding of each other, and teaching openness and dialogue, applying diversity values through lecture models and discussions about cultural riches. 2) Obstacles experienced by teachers of this application is the method of teaching and learning that is used for example; a lecture model that can bore students, material democracy is vast. Suggestion; a) To the teacher in the teaching and learning process always prioritize the values of democracy, so that the learning process can be used as a guide to a more effective and efficient. b) To the students in terms of teaching and learning process for the application of democratic values to be more pro-active to implement in taking a decision, policy, resolve conflict, and the achievement of learning objectives and can improve student learning achievement. Keywords: Implementation, Values, and Democracy.

scholarly journals Peningkatan Hasil Belajar Geografi Siswa Kelas XI IIS SMA 3 Enrekang dengan Menggunakan Metode Problem Based Learning

LaGeografia ◽  
2019 ◽  
Vol 17 (3) ◽  
pp. 190
Author(s):  
Amran Amran
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Analytical Techniques ◽  
Learning Activities ◽  
Model Learning ◽  
Activity Data ◽  
Student Activities ◽  
Improve Student Learning

This study aims to find out: Is problem based learning learning can improve student learning outcomes in class XI IIS 3 in the eye This research is classroom action research (PTK) by conducting analytical techniques, there are those that will be analyzed are pretest (midterm scores) as  the basic score then the final test results of the first cycle and second cycle and the activity data in the form of student activity sheets observed by the observer to find out the responses after the implementation of the problem based learming model.  Learning outcomes before using the problem based leaning learning model 72.28% experienced an increase after being applied in the first cycle of 72.57% and the second cycle 78.85% with an increase of 8.33%.  The results of observations of student activities in teaching and learning activities experienced changes in the first cycle 37.65% experienced changes in student learning activities in the second cycle 73.1% with the active category, this experienced improved attitude from the previous cycle.

scholarly journals Introduction to Blended Learning Practices

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Elizabeth Stacey ◽  
Philippa Gerbic
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Professional Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Practices ◽  
Emerging Trends ◽  
Key Issues ◽  
The Impact

Blended learning is now part of the learning landscape in higher education, not just for campus-based courses but for courses designed for students studying at a distance as well as for communities of professional learning and practice. The impact of this concept in university teaching and learning can be seen in the appearance of practice focused texts for example, Littlejohn and Pegler (2007) and, more recently, Garrison and Vaughan (2008). Blended learning is now constantly positioned as one of the emerging trends in higher education (e. g. Allen, Seaman and Garrett, 2007; Graham, 2006; Garrison and Kanuka, 2004) and therefore is of particular strategic importance in the future of universities, their students and teachers as well as in the widening community of professional education and training. As an introduction to this book, this chapter will review the growing literature about blended learning and will discuss some of its key issues. The authors begin by introducing the concept of blended learning and its many meanings and attempt to clarify the definitional discussion. Issues in teaching and learning in both campus based and distance settings are then described followed by a discussion of the way blended learning provides a process for establishing communities of learning and practice, particularly for professional learning. Much of the literature about professional learning and learning communities has only just begun to identify aspects of blended learning practices as significant in their field, a gap this book is helping to fill.

scholarly journals Toward a Framework for Classifying Teachers’ Use of Assessment Data

AERA Open ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 233285841988357
Author(s):  
Elizabeth N. Farley-Ripple ◽  
Austin S. Jennings ◽  
Joan Buttram
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Data Use ◽  
Shared Knowledge ◽  
Assessment Data ◽  
Research And Practice ◽  
Mixed Methods Approach ◽  
Use Of Data ◽  
Instructional Decision ◽  
Use Of Assessment

Research consistently has found teachers’ use of assessment data for instructional purposes challenging and inconsistent. To support teachers’ use of data, we need to develop shared knowledge about how data are and can be used to advance teaching and learning. However, the literature on the specific actions teachers take is inconsistent, creating challenges for both research and practice. As part of a larger project examining data use in instructional decision making, we developed a framework to classify teachers’ instructional responses to data. Then, we used quantitative and qualitative data from educators across 5 districts and 20 schools to evaluate the utility of the framework. This article documents the process and outcomes of our multistage, mixed-methods approach to these tasks. We conclude with the potential uses of this framework for research and practice.

scholarly journals Editorial - TL Forum 2015: Teaching and learning uncapped

2015 ◽  
Vol 12 (4) ◽  
pp. 2-9
Author(s):  
Roger Atkinson ◽  
Tania Broadley ◽  
Anne Coffey ◽  
Pamela Martin-Lynch ◽  
Clare McBeath ◽  
...  
Keyword(s):  
Western Australia ◽  
Teaching And Learning ◽  
University Teaching ◽  
Special Issue ◽  
Learning Practices ◽  
University Of Notre Dame ◽  
The University

Teaching and Learning Forum is a series of annual conferences held in Perth by Western Australia's five universities, Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 24 Forums, 1992-2015 (TLF, n.d. 1), TLF is clearly an enduring presence in our local discourse on university teaching and learning practices. In this editorial for the Journal's special issue, titled TL Forum 2015: Teaching and learning uncapped, we present multiple understandings of how an enduring presence has been attained, and why we assert the importance of our local discourse.

scholarly journals Problem based learning: a model in teaching English at junior high school

2020 ◽  
Vol 1 (2) ◽  
pp. 133
Author(s):  
Isrokijah Isrokijah
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
English Learning ◽  
Teaching English ◽  
Ability To Work ◽  
Problem Solving Skills

Problem Based Learning (PBL) is one of teaching models required in Curriculum 2013. However, not many teachers apply it in teaching English. This happens because of their lack of knowledge about PBL and how to apply it in the class. This article aims at elaborating how to implement problem based learning (PBL) as an effective model in teaching and learning English at junior high school. By knowing how to apply PBL in the classroom it is hoped that the teachers will be motivated to use PBL in their teaching English,  PBL increases students' motivation in learning, their ability to work independently and collaboratively with others, and their problem solving skills in order that the English learning objectives can be achieved. 

scholarly journals Perbandingan Hasil Belajar Peserta Didik Menggunakan Problem Based Learning Dengan Contextual Teaching and Learning Dalam Pelajaran Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 81-85
Author(s):  
Novia Zalmita ◽  
Novra Rizkia
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Learning Models ◽  
Significance Level ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Banda Aceh ◽  
Better Than

Teaching and learning practices today are often found problems such as the use of models that are still minimal and not in accordance with the characteristics of students. Generally teachers teach using only conventional learning models, while the Kurikulum 2013 requires students to be able to think at a high level. This can certainly be achieved by applying learning models such as Problem Based Learning and Contextual Teaching and Learning in the learning process. This study aims to compare the learning outcomes of the two models in Class X Geography in SMAN 5 Banda Aceh. The research method uses a quantitative approach to the type of experimental research that is quasi-experimental design with the initial assumption that learning outcomes taught using Problem Based Learning are better than those taught using Contextual Teaching and Learning. The population in this study were all grade X students at SMAN 5 Banda Aceh. Sampling using a purposive sampling by considering the initial ability of students is the same. Samples were taken as many as two classes totaling 46 students. Hypothesis testing techniques using non-parametric statistical tests according to Mann-Whitney (U test) using the Z test because the sample> 20. The results obtained from the results of the U Test namely Zhitung = 5.81 and at a significance level of 5%, obtained Ztable = 1.65. So it is obtained Zhitung> Ztabel so accept Ha. Thus, it can be concluded that learning outcomes of students taught with Problem Based Learning (PBL) are better than Contextual Teaching and Learning (CTL) in Geography Class X in SMAN 5 Banda Aceh

scholarly journals Challenging The Primacy Of Lectures: The Dissonance Between Theory And Practice In University Teaching

2005 ◽  
Vol 2 (1) ◽  
pp. 4-15
Author(s):  
Rob Phillips ◽  
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Course Design ◽  
Theory And Practice ◽  
University Teaching ◽  
Traditional Lecture ◽  
Espoused Theory ◽  
Accepted Practice ◽  
Sound Learning ◽  
Principles Of Learning

Current practice in universities foregrounds the traditional lecture, tutorial, examination approach to teaching. The nature of currently-accepted practice in course design and administration is considered through an examination of the influence on universities of historical views about knowledge. These findings are contrasted with current research about learning and learning environments, and the dissonances explored in terms of the concepts of theory-in-use and espoused theory. Recommendations are then made about appropriate ways to design educationally-sound learning environments in higher education. Finally, this paper questions why lectures are largely viewed as the core of the learning process, and why university teaching and learning practices continue to be resistant to, and often inconsistent with, fundamental principles of learning developed through sustained scholarly enquiry.

scholarly journals Revitalizing Education through Problem based Learning Practices

2020 ◽  
Vol 9 (1) ◽  
pp. 109-117
Author(s):  
Sindhu Shantha Nair ◽  
S.P. Smritika ◽  
Kennedy Andrew Thomas
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Dynamic Learning ◽  
Learning Practices ◽  
Experience Based Learning ◽  
Red Tape ◽  
Enhanced Learning ◽  
Difficult Situations ◽  
Theory Base

Teaching and learning practices need to be revisited to revitalize education. The mundane rote learning due to excessive standardization, pedagogical red tape and routinization often become surfeited and such experiences are discussed by students and teachers alike across the globe. The focus has to shift from content and transmission to problem, process and experience-based learning. This calls for dynamic learning which is challenging since creativity takes over control; reaction takes over responsiveness. Enhanced learning practices take over routine learning providing a rich learning experience for students. Difficult situations or problems prepare and prompt deep thinking and the solutions become learning experiences. Thus problems attract our attention and focus on digging deep into energizing thoughts to solve the same. This rationale and the associated dimensions become the fertile ground for problem based teaching and learning practices. This paper explores the revitalization of education through problem based learning practices. The study highlights the need for a shift from theory base to problem based learning. Redesigning conceptual representations to experience-based, problem based and enquiry based learning can promote relational understanding.

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