Search results for: Learning strategies
Page 1/3 29 items
Glassner and Back, authors of the new book Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist, present the principles of Heutagogy approach in which let the students decide what and how to learn, with whom and from what resources. Since the success of this learning method is mostly teacher depended, they present the main two roles of the teachers in Heutagogy as motivators and facilitators. The authors suggest the COVID19 pandemic emphasizes the need to develop self-determined learners who take responsibility for their learning to enriches their knowledge, capabilities and personalities.
Updated: Apr. 30, 2020
This article aims to explore the differences between first-year and fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning. The findings reveal that first-year and final-year student teachers differ on a number of variables relevant for their academic performance during teacher studies. The authors found that final-year student teachers displayed more conscientiousness, self-efficacy for learning and performance and had higher academic and problem-solving self-concepts than first-year student teachers.
Updated: Nov. 22, 2018
This article describes a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The purpose of the strategy was to generate conditions fostering individual and collective learning in educational complex adaptive systems. The data demonstrate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. The participants felt highly motivated and enjoyed working on course activities. The students' perception of progress and expertise were always high, and the academic performance was on average very good.
Updated: Jun. 28, 2018
Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education
This paper investigates how universities might engage more effectively with the imperative to develop students’ twenty-first century skills for the information society. It examines learning challenges and professional learning strategies of successful digital media professionals. The results of this study assert that the university maintains an important place in professional learning, particularly for the acquisition of generic/transferable capabilities such as critical thinking. However, the universities need to consider new pedagogic affordances of digital technology in the educational space. The author concludes that this study used the learning challenges and strategies of digital media professionals to investigate what students in the information society should be learning, and how they learn best in the digital age.
Updated: Feb. 08, 2018
Framing Pre-service Teachers’ Professional Learning Using Web2.0 Tools: Positioning Pre-service Teachers as Agents of Cultural and Technological Change
This paper addresses key issues in pre-service teachers’ professional learning. The argument explores pre-service teachers’ learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies.
Updated: Sep. 04, 2016
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning
This article reports on two approaches to teacher professional learning in which the use of challenging tasks was the focus. In the first case, two full days of professional learning were followed by the opportunity to teach up to ten challenging tasks. In the second case, teachers observed three lessons built around challenging tasks taught by members of the project team. This article describes the professional learning approaches, illustrates the kinds of tasks involved, and discusses similarities and differences in the data within and between the two groups of teachers. It also discusses affordances and limitations of the two professional learning approaches.
Updated: Jul. 04, 2016
On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010
This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of Supplemental instruction (SI). The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.
Updated: May. 18, 2015
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
Updated: Feb. 10, 2015
This article reports on an initial study of a professional learning community (PLC) of educators who are investigating mobile devices in their teaching. The research examined two conjectures: firstly, that a professional learning community would enrich understanding of teaching with mobile technologies; and secondly, that these technologies would enhance teaching. The findings indicate that progress towards an enriched engagement with m-learning may be promoted by the establishment of a PLC. The existing professional relationships facilitated community formation and enhanced the sense of commitment, risk-taking, shared responsibility and purpose. In addition, the results also indicate the contribution of mobile learning to teaching.
Updated: Aug. 06, 2014
The authors propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). The authors consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment.
Updated: Aug. 19, 2013