scholarly journals An experience in mixing cognitive and affective teaching approaches in a CS1 course

2021 ◽  
Author(s):  
João Marcelo Borovina Josko
Keyword(s):  
Social Skills ◽  
Teaching Methods ◽  
Computer Programming ◽  
Formative Feedback ◽  
Pair Programming ◽  
Teaching Approaches ◽  
Affective Dimension ◽  
Face To Face ◽  
Preliminary Results ◽  
Affective Dimensions

Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

scholarly journals Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

2022 ◽  
Author(s):  
Wid Hasen Allehaiby ◽  
Sara Al-Bahlani
Keyword(s):  
Teaching Methods ◽  
Review Paper ◽  
Language Assessment ◽  
Educational Institutions ◽  
Online Assessment ◽  
Teaching Approaches ◽  
Face To Face ◽  
Learning Contexts ◽  
Online Assessments ◽  
Remote Learning

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

scholarly journals Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations

2021 ◽  
Vol 12 (4) ◽  
pp. 3-18
Author(s):  
Wid Hasen Allehaiby ◽  
Sara Al-Bahlani
Keyword(s):  
Teaching Methods ◽  
Review Paper ◽  
Language Assessment ◽  
Educational Institutions ◽  
Online Assessment ◽  
Teaching Approaches ◽  
Face To Face ◽  
Learning Contexts ◽  
Online Assessments ◽  
Remote Learning

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.

The science and poetry in learning (and teaching) to read

2018 ◽  
Vol 100 (4) ◽  
pp. 13-17
Author(s):  
Maryanne Wolf
Keyword(s):  
Reading Instruction ◽  
Teaching Methods ◽  
Explicit Instruction ◽  
Natural Process ◽  
Teaching Approaches ◽  
Reading Processes ◽  
Learning And Teaching ◽  
Digital World ◽  
The Brain ◽  
Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

scholarly journals Online Learning in the Era of Pandemic: Solution or Disaster?

2021 ◽  
Vol 5 (3) ◽  
pp. 111-115
Author(s):  
Dhion Meitreya Vidhiasi
Keyword(s):  
Online Learning ◽  
Professional School ◽  
Teaching Approaches ◽  
Structured Interviews ◽  
Face To Face ◽  
Online Study ◽  
Advantages And Disadvantages ◽  
Offline Learning ◽  
Information Skills

The change in life continues to change quickly. The 4.0 industry has been examined, marking a development in IT, including the Internet, Big Data and Artificial Intelligence. Everyone was not distinguished from technology by the development of IT in the 21st century. Different opinions from various parties to online learning come from face-to-face shifting paradigms. This sort of learning paradigm has multiple advantages and disadvantages to reach the aim of learning itself. This study seeks to assess the perspective of learners of online learning in this context in a COVID-19 pandemic. The study focuses on students of the English conversation of Akademi Maritim Nusantara Cilacap. The instruments used are semi-structured interviews. The researcher asked the students about the Covid-19 outbreak via the WhatsApp service. The research design employed in this research was a case study. The online study is unbelievably advantageous in the heart of the pandemic. AMN Cilacap has selected the Google Classroom Service as its Learning Management System. They will receive new terminology, knowledge, and technical skills. Thus, when they graduate in the future, students will no longer have problems using their primary app for education. Online learning is more effective than offline learning for a particular objective, information, skills, and students. Combining the benefit of online and offline teaching approaches known as combined learning will help overcome the potential limitations of online learning in the professional school of AMN Cilacap. But a mix of online and offline learning, notwithstanding the volatility of online, may be the best option to maximize its worth.

scholarly journals Student’s Perception on Implementation of Blended Learning in UNITEN

2020 ◽  
Vol 1 (1) ◽  
pp. 96-105
Author(s):  
Rahmat Bin Abdul Wahida Bin Abdul Wahida ◽  
T. J. Iskandar Bin Abd. Aziz ◽  
Ahmad Ikhsan Bin Abd. Aziz ◽  
Nur Hanani Binti Azami ◽  
Nur Aimi Syaqilah Binti Aziz
Keyword(s):  
Blended Learning ◽  
Adaptive Learning ◽  
Teaching Methods ◽  
Information Dissemination ◽  
Classroom Teaching ◽  
Web Based ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Four Levels ◽  
Conventional Classroom

Blended learning (BL) can be regarded as a teaching approach that combines online and face-to-face method of instructions in which it integrates the conventional classroom teaching with a combination of media, tools and teaching methods in web-based environment settings. Universiti Tenaga Nasional (UNITEN) has been implementing blended learning since 2016 on selected courses offered. The implementation of blended learning was carried out in four levels comprising of information dissemination, online assessment, flipped teaching and adaptive learning. The objectives of this study are to investigate students' awareness towards blended learning implementation and to measure their level of satisfaction on the courses they registered.

Mobile Classrooms: Using Mobile Devices to Enhance BSW Education

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 17-32
Author(s):  
Stephen Baldridge ◽  
Amanda McAdams ◽  
Alex Reed ◽  
Alexandra Moran
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Classroom Environments ◽  
Face To Face ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Mobile Classrooms

Like the state of technology worldwide, the construct of mobile learning is constantly evolving. Mobile learning and remote teaching are gaining momentum and popularity in higher education, but little research has been done to examine their efficacy. With the use of mobile devices both in and out of the classroom becoming more prevalent, it is essential to examine the effectiveness of their use. This study compared the use of mobile learning and remote teaching (teaching content to students outside traditional face-to-face settings) with that of traditional teaching methods. Using mobile devices and social media, this study examined whether social work curriculum could be taught effectively to students outside static online or classroom environments.

Facilitating Students-Driven Learning of Computer Programming with Technology

2009 ◽  
pp. 262-275
Author(s):  
Alessio Gaspar ◽  
Sarah Langevin ◽  
Naomi Boyer
Keyword(s):  
Education Research ◽  
Undergraduate Students ◽  
Computer Programming ◽  
Computing Education ◽  
Face To Face ◽  
Learning Barriers ◽  
Integration Of Technology ◽  
Introductory Programming Courses ◽  
Programming Courses

This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an Information Technology department. The authors review the evolution of the didactic of introductory programming courses along with the learning barriers traditionally encountered by novice programmers. The growing interest of the computing education research community in a transition from instructivist to constructivist strategies is then illustrated by several recent approaches. The authors discuss how these have been enabled through the use of appropriate technologies in introductory and intermediate programming courses, delivered both online and face to face. They conclude by discussing how the integration of technology, and the switch to online environments, has the potential to enable authentic student-driven programming pedagogies as well as facilitate formal computing education research or action research in this field.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

Sign in / Sign up

Export Citation Format

Share Document