scholarly journals Teaching Approaches Compatible with First-Year Accounting Student Teachers’ Learning Styles: A Theoretical Perspective

2021 ◽  
Vol 11 (2) ◽  
pp. 120
Author(s):  
Medson Mapuya ◽  
Awelani Melvin Rambuda
Keyword(s):  
Learning Styles ◽  
Student Teachers ◽  
Multiple Intelligences ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
First Year ◽  
Teaching Approaches ◽  
Conceptual Study ◽  
Accounting Student

Premised on the theoretical assumptions of social constructivism and multiple intelligences, the purpose of this conceptual study was to investigate teaching approaches which are compatible with the learning styles of first-year accounting student teachers from a theoretical perspective. Being a conceptual study in nature, data was collected from a host of sources on learning styles, teaching approaches, social constructivism and multiple intelligences. The study established that while not all first-year accounting student teachers are able or do not prefer to learn everything in the same way, social constructivist centred approaches are highly compatible with most of the students’ learning styles. Based on literature verdicts, the study recommends the application of the principles of social constructivism in accounting lesson presentations. It is also recommended that accounting lecturers should orchestrate all teaching and learning activities around student needs and their learning styles. Furthermore, the findings from literature review provide a sound basis to recommend that students must always be at the centre of all teaching and learning, regardless of the pedagogical beliefs and preferred teaching approaches of the accounting lecturer.

scholarly journals First-Year Accounting Student Teachers’ Perceptions of their Classroom Learning Environment

2020 ◽  
Vol 19 (12) ◽  
pp. 30-42
Author(s):  
Medson Mapuya
Keyword(s):  
Learning Environment ◽  
Student Teachers ◽  
Teaching And Learning ◽  
First Year ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Constructivist Learning Environment ◽  
Teachers Perceptions ◽  
Constructivist Learning Environment Survey ◽  
Accounting Student

This study assessed the perceptions of first-year accounting student teachers about their classroom learning environment. The study was prompted by studies which argue that the academic performance of students is correlated with their perceptions of the learning environment and the context in which teaching and learning takes place. The population for the study was first-year Accounting students at a university of technology in South Africa. The study employed a mixed-method approach, and data were collected from students using a Constructivist Learning Environment Survey (CLES) which covered 42 items. The findings from the quantitative part of the study revealed that the students view their learning environment positively. Evidence to this effect is demonstrated by the mean obtained in the categories of the learning environment which were all above three. The themes which emerged from the qualitative findings also corroborated the quantitative findings. However, the qualitative data further reveal that the students felt far away from issues directly related to their teaching and learning. Consequently, a more student-participative approach to the planning and designing of instruction is recommended to mitigate the identified challenges.

scholarly journals Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

2017 ◽  
Vol 10 (8) ◽  
pp. 52 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth
Keyword(s):  
Student Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Research Question ◽  
Teaching Approaches ◽  
Main Research ◽  
Active Teaching ◽  
Research Population ◽  
Teaching Unit ◽  
K 12

The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers’ self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners’ social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

scholarly journals STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY

2021 ◽  
Author(s):  
Kristel Ruutmets ◽  
◽  
Evi Saluveer ◽  
Mari Niitra
Keyword(s):  
Student Teachers ◽  
Cultural History ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Cultural Knowledge ◽  
First Year ◽  
Authentic Materials ◽  
First Year Students

According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.

scholarly journals “WE HEAR YOU, WE UNDERSTAND YOU” - USING VARK SURVEY TO UNDERSTAND FIRST YEAR LAW LEARNERS

2019 ◽  
pp. 75-85
Author(s):  
Ani Munirah Mohamad ◽  
Anis Shuhaiza Md Salleh ◽  
Rafizah Abu Hassan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Higher Learning ◽  
Law Students ◽  
Learning Objectives ◽  
First Year ◽  
Technological Advancement ◽  
Quantitative And Qualitative Methods

With technological advancement and industrial revolution 4.0, teaching and learning, particularly in a higher learning institution, would definitely face challenges, not only to learners but also to teachers. One of the challenges faced by teachers is the learning styles of learners in this era. As learning styles and preferences may differ from one individual to another, understanding the learners is crucial so that the design and formulation of the teaching lessons, activities, and assessment for the course would suit the learners’ learning styles and meet the course learning outcomes. Hence, by employing a mixture of quantitative and qualitative methods, a VARK survey has been administered on 77 first-year law students of one higher learning institution in Malaysia to identify the learners’ learning styles. Their preference in terms of how they learn best and what type of activities that suit them most for their learning process can be assessed. Considerably, the survey would assist the researchers in profiling the learners into groups based on their respective learning styles, particularly visual (V), auditory (A), reading/writing (R) or kinesthetics (K). This article emphasizes on the importance of understanding learners for any given course, generally, and harnessing the power of VARK survey in assisting the teachers to understand their learners better. Being able to understand the learning styles of the learners, the teachers would be able to structure and plan the teaching lessons to suit the styles of the learners. Consequentially, the learning objectives of the course would be met.

scholarly journals HOW EFL STUDENTS’ ORAL PERFORMANCES ARE PROMOTED WITH TASK-BASED ACTIVITIES: AN INTEGRATION OF MULTIPLE INTELLIGENCES THEORY

2018 ◽  
Vol 127 (6B) ◽  
pp. 101
Author(s):  
Don Van Chau ◽  
Vien Truong
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
First Year ◽  
Language Training ◽  
Learning Approaches ◽  
Reasoning Abilities ◽  
Multiple Intelligences Theory ◽  
Traditional Language ◽  
Classic Approach ◽  
Efl Students

<p>The major goal of implementing communicative activities in our daily life is to express our ideas as well as make ourselves understood. However, according to Sayed (2013), for most of the EFL students, oral performances are often regarded as one of the hardest to be trained and developed. Traditional language teaching and learning approaches for improving oral performances, much attention seems to be paid to verbal and reasoning abilities only. Gardner (1983) proposed that schools and institutes usually deploy the classic approach of assessing intelligence quotient (IQ) in their language training programs, and such methods of training and assessment are perhaps not sufficient enough for the learners whose learning styles are not well-matched with those two verbal and reasoning skills.</p>This research mainly deals with an exploration on the effectiveness of using task-based activities as an application of MIT on improving oral performances and promoting learning motivation for first-year EFL students at Phu Yen University.

scholarly journals Estilos de enseñanza y estilos de aprendizaje en educación superior: Análisis de las preferencias de estudiantes de Pedagogía en Inglés en tres universidades chilenas

2016 ◽  
Vol 20 (3) ◽  
pp. 1 ◽  
Author(s):  
Constanza Rojas-Jara ◽  
Claudio Díaz-Larenas ◽  
Jorge Vergara-Morales ◽  
Paola Alarcón-Hernández ◽  
Mabel Ortiz-Navarrete
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educación Superior ◽  
Educacion Superior ◽  
Cluster Grouping

This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975). The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.

scholarly journals Mathematics Undergraduate Student Teachers’ Conceptions of Guided Inductive and Deductive Teaching Approaches

2017 ◽  
Vol 6 (2) ◽  
pp. 75
Author(s):  
Zakaria Ndemo ◽  
Fred Zindi ◽  
David Mtetwa
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Survey Design ◽  
Research Question ◽  
Teaching Approaches ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Education Degree ◽  
Guided Inductive

This contribution aimed at developing an understanding of student teachers’ conceptions of guided discoveryteaching approaches. A cross-sectional survey design involving eleven secondary mathematics teachers who hadenrolled for an in-service mathematics education degree was used to address the research question: What areundergraduate student teachers’ conceptions of deductive and inductive teaching approaches? Task-based interviewswere used in conjunction with oral interviews as settings for unravelling students’ conceptions of the two teachingapproaches. Drawing in part from Ausbel’s learning theory and Tall’s notion of a met-before, the study also aimed atassessing the students’ level of grasp of fundamental limitation of empirical explorations despite many benefitsassociated with them such as helping in identifying patterns, use in formulation and communicating of conjecture,and providing insights on what needs to be solved. Verbatim transcriptions from follow up interviews and textualdata from task based interviews were subjected to directed content analysis to infer meaning about students’conceptions of guided teaching approaches. Qualitative data analysis using in part Robert Moore’s notion of conceptusage uncovered conceptual limitations that include inconsistencies in student teachers’ definitions of the teachingapproaches, use of specific examples instead of arbitrary mathematical objects in illustrating analytic teaching.Limitations identified should be given attention by mathematics educators in order to increase understanding of theapproaches among teachers. Research studies into factors contributing to limitations identified can go a long way inimproving the teaching and learning of school mathematics.

scholarly journals A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape

Curationis ◽  
2011 ◽  
Vol 34 (1) ◽  
Author(s):  
Loretta Z. Le Roux ◽  
Thembisile D. Khanyile
Keyword(s):  
Clinical Reasoning ◽  
Teaching And Learning ◽  
Real Life ◽  
First Year ◽  
Correlation Technique ◽  
Learning Approaches ◽  
Western Cape ◽  
Teaching Approaches ◽  
The University ◽  
Case Based

The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence. The research methodology was a quantitative approach, based on descriptive research, with a clinical competence development model to guide the data collection procedure. The target population of the study included a sample of 250 learners in the four-year B.Cur programme, that extended from first-to-fourth-year. Stratified random sampling was applied to select the sample learners for this research and data were collected by means of a five-point Likert scale questionnaire. Data were organised and managed using the SAS statistical software package. Descriptive statistics were gathered with measures of central tendency and dispersion included, and their findings were illustrated on descriptive tables. A correlation technique was applied to determine the effects of the independent variable on the dependent variable.The results of the study indicated that progression in competence did not occur as learners progressed through higher levels of their training, except during the third-year of study. However, the study’s results confirmed the strengths of the Case-based clinical reasoning approach to teaching and learning. This approach is able to combine the strengths of the traditional methods, which dealt with large class sizes and that had a focus on learner centred learning, with a focus on clinical practice. This approach provides realistic opportunities for learners to experiment with solutions to dilemmas encountered in real life situations, from the protected and safe environment of the classroom. The first-year learners who were observed in this study, who although novices, were exposed to Case-based teaching approaches and showed more self-perceived competence than learners in later years. This occurred in spite of the limited exposure of the first-year learners to real life clinical situations. The outcome of this study recommends that more studies are conducted, in the School of Nursing at the University of the Western Cape (UWC), to explore teaching and learning approaches that fully maximise the clinical and theoretical competencies of the learners. The outcome further recommends that learner-centred teaching approaches, such as Case-based method, are applied to all year levels of study in the B.Cur programme, due to its proven value when it was applied to first-year learners. The Case-based clinical reasoning approach to learning, that has been implemented at the school, promotes competence and self confidence in learners and has enhanced their sense of responsibility to be actively involved in their own learning.

scholarly journals Student perspectives of independent and collaborative learning in a flipped foundational engineering course

2019 ◽  
Author(s):  
Wendy H Fox ◽  
Paul David Docherty
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Independent Learning ◽  
First Year ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Learning And Collaboration

Flipped teaching and learning approaches are being increasingly used in higher education. Some advantages associated with the approach include providing opportunity for self-directed learning and enhanced collaboration between students. In this study, an implementation of a flipped approach in a first year foundational engineering dynamics course was researched to investigate student views on independent and collaborative learning inherent in flipped learning. Eighteen undergraduate students (11 male and 7 female) participated in this qualitative study. The flipped part of the course was designed to include self-paced independent learning and in-class learning, with opportunities to collaborate, ask questions, and work on examples. Data were collected using semi-structured interviews. The results of the study indicated that students universally enjoyed learning independently and appreciated the increased collaboration induced by the flipped approach. The flexibility of the approach enabled a range of approaches to independent learning and collaboration, and students were able to find learning styles that suited them. This article concludes with a range of recommendations for practice to further support independent and collaborative learning with the use of flipped approaches.

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