Progressive Educational Theory and Passive Learning Styles
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Active Learning and E-Learning As Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement
Active Learning and E-Learning as Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement Nur Pratiwi Noviati, Nur Widiasmara, Thobagus Mohammad Nu’man Department of Psychology, Faculty of Psychology and Socio-Cultural Sciences, Islamic University of Indonesia, Yogyakarta, Indonesia Keywords: Active Learning, E-Learning, Motivated Strategies for Learning, Student Engagement Abstract: This study aims to test empirically whether the integration strategies of active learning and e-learning can be used to improve motivated strategies for learning and student engagement. The research method used is quasi experiment. The respondents of this study consist of both male and female students who are still active in one of the faculties of private universities in Yogyakarta. The numbers of respondents involved were 96 students (55 experimental group and 41 control group). The measuring tools used are motivated strategies for learning scale and student engagement scale. Data analysis method used is statistical method with the help of program facility of SPSS for windows. The results of the data analysis showed that there were significant differences between the pre-test and post-test scores obtained, but no significant differences between the experimental group and the control group. However, it can be said that the integration of active learning strategies and electronic-based learning (e-learning) can be used to improve motivated strategies for learning and student engagement. Further explanation will be discussed in the following article. 1 INTRODUCTION Community in 2015. Therefore, to be able to get superior human resources is an important thing to Today we have entered the digital age, where all note; in this case is achieving student. -
CONSTRUCTIVISM and Active Learning
CONSTRUCTIVISM and Active Learning Ge offre y R. B ull This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program conducted by the Center for Teaching Excellence, United States Military Academy, West Point, NY, 2009 . Constructivism, and its close relative, discovery theory, is an offshoot of cognitive theory that proposes learning will occur as a person actively processes information to construct solutions to problems. Literature on cognitive theory is quite extensive concerning the education and learning in children, much of it written from a child psychology point of view or starting point. In more recent years, educators have been expanding the principles to higher education. Almost from the moment we are born, we begin to learn, absorbing information, and, eventually drawing conclusions about, i.e., learning, how the world around us behaves. Watching this process in very young children can be among the most amazing and rewarding experiences for new parents. For decades, cognitive theorists have proposed many explanations for how children learn from a very young age. The understanding of this learning process could then possibly be applied to learning at any age. The “natural” process by which a child learns, without any training at all, ought to be applicable to a trained mind as well. The basics of cognitive theory are considered to have begun with John Dewey (1933/1998). In the mid- and latter-twentieth century, Jean Piaget and Jerome Bruner were among the leaders in forwarding the constructivist subset of cognitive theory. Bruner posited that discovery leads one to become a constructionist (Anglin, 1973). -
Active Learning Into Active Citizenship 1 1 the Curricular Stance: Active Learning Into Active Citizenship
The Curricular Stance: Active Learning into Active Citizenship 1 1 The Curricular Stance: Active Learning into Active Citizenship Teaching for social justice is teaching for the sake of arousing the kinds of vivid, reflective, experiential responses that might move students to come together in serious efforts to understand what social justice actually means and what it might demand. Maxine Greene, Teaching for Social Justice (Ayers, Hunt, & Quinn) CHAPTER OVERVIEW n this chapter, we share our explorations of a curriculum for demo- cratic citizenship, what we have come to call a “socially conscious Ilanguage arts curriculum.” We explain how we restructured an ac- tive reading and writing classroom in order to use active literacy to address the complex issues of a democratic society. Betty wanted her seventh-grade students to see the actions of citizens as they supported democracy’s strengths or caused democracy to disintegrate. She wanted them to investigate how the forces of society create justice and injustice. The curriculum-planning model that helped Betty organ- ize activities for socially conscious student inquiry is presented, with descriptions of the predictable phases that occurred during extended units of work. We give an overview of the major units of study during one year. (Readers can see this curriculum framework in action in the stories of two different historical units in Chapters 2 and 5.) This chap- ter also provides an introduction to the more detailed examinations of inquiry, classroom atmosphere, literacy instruction, literature choices, and student activism that are provided in later chapters. A Story of Student and Teacher Discoveries The fifth-period literature class was reading and discussing a Read maga- zine docudrama that featured a family of immigrants on the ocean liner 2 Chapter 1 Titanic. -
A Case Study of a Teacher Education Programme Tengku Sarina
Teaching and learning experiences in Malaysian higher education: A case study of a teacher education programme Tengku Sarina Aini Tengku Kasim A thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) 2012 School of Education Te Kura Matauranga TABLE OF CONTENTS LIST OF FIGURES .....................................................................................................viii LIST OF TABLES ......................................................................................................... ix ATTESTATION OF AUTHORSHIP ........................................................................... x ACKNOWLEDGEMENTS .......................................................................................... xi ABSTRACT ..................................................................................................................xiii CHAPTER 1 .................................................................................................................... 1 INTRODUCTION ........................................................................................................... 1 1.1 Introduction ............................................................................................................ 1 1.2 Background to this study ....................................................................................... 1 1.3 Personal qualifications and professional experience ............................................. 5 1.4 Personal assumptions ............................................................................................ -
Active Learning: Strategies That Help First Graders Transition and Build Literacy Skills
Rowan University Rowan Digital Works Theses and Dissertations 2-24-2015 Active learning: strategies that help first graders transition and build literacy skills Kacey Weber Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary Education and Teaching Commons Recommended Citation Weber, Kacey, "Active learning: strategies that help first graders transition and build literacy skills" (2015). Theses and Dissertations. 376. https://rdw.rowan.edu/etd/376 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. ACTIVE LEARNING: STRATEGIES THAT HELP FIRST GRADERS TRANSITION AND BUILD LITERACY SKILLS by Kacey J. Weber A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfill of the requirement For the degree of Master’s of Arts in Reading Education at Rowan University December 15, 2014 Thesis Chair: Susan Browne, Ed.D. © 2014 Kacey Weber Dedication This thesis is dedicated to my loving mother and father, Matthew and Jami Weber, both of whom have supported me throughout my entire educational journey. To my father, my rock, who has believed in me and always emotionally, financially, and morally supported me throughout my life. To my mother, my best friend in the entire world, who has spent countless hours comforting me with words only a mother can provide during the most stressful moments. I would like to thank my sisters and grandparents for their constant feedback, love, and support during some important decision-making moments. -
STRATEGIES to INCORPORATE ACTIVE LEARNING INTO ONLINE TEACHING Diane Austin, M.Ed., Instructor and Distance Learning Technology Specialist* Nadine D
STRATEGIES TO INCORPORATE ACTIVE LEARNING INTO ONLINE TEACHING Diane Austin, M.Ed., Instructor and Distance Learning Technology Specialist* Nadine D. Mescia, M.H.S., Director of Training° What is active learning? Bonwell and Eison describe active learning strategies as those that involve “students in doing things and (have the students) think about the things they are doing” (Bonwell and Eison, 1991, p. iii). Active learning is a key element in the learning process and most adult learning models view interaction (active learning) as a crucial component (Mantyla, 1999, p. 19). In an effective learning environment that incorporates active learning strategies, “greater emphasis is placed on students exploration of their own meaning, attitudes, and values” (Bonwell and Eison, 1992; Mantyla, 1999, p.19). However, a mistaken view many educators have is that learning is an active process and as such, all learning is active, even the most commonly used form of instruction, the passive lecture. In an active learning environment, “less emphasis is placed on transmitting information (teacher-centered) and more on developing students’ skills (student-centered)” (Bonwell and Eison, 1991, p.2). Active learning is not only an effective instructional strategy in the traditional learning environment, but also, it is effective in an online environment. Instructors/designers must continue to design activities that support learning objectives, but structure them to work online, outside of the traditional classroom environment where active learning techniques are heavily dependent upon face- to-face interaction (e.g., discussion, group work, role-play). For example, consideration must be given to the fact that instructor and learners may not be in the same place at the same time (asynchronous) to interact whereby relying on instructional technologies as part of the interactive learning process. -
Downloaded Onto My Personal Computer; Transcribed; and Kept Under Password Following UBC BREB Guidelines
Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, and Transforming by Claire Alkouatli B.Sc., University of Victoria, 1995 M.A., University of British Columbia, 2015 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2020 © Claire Alkouatli, 2020 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, & Transforming submitted in partial fulfillment of the requirements by Claire Alkouatli for the degree of Doctor of Philosophy in Human Development, Learning, and Culture Examining Committee: Dr. Jasmin Zine, Professor, Sociology and Muslim Studies, Wilfrid Laurier University Supervisor Dr. Ali Abdi, Professor, Department of Educational Studies (EDST), UBC Supervisory Committee Member Dr. Barbara Weber, Associate Professor, HDLC, EPSE, UBC Supervisory Committee Member Dr. Deborah Butler, Professor, HDLC, EPSE, UBC University Examiner Dr. Samuel Rocha, Associate Professor, EDST, UBC University Examiner Dr. Mohamad Abdalla, Professor, Islamic Studies, University of South Australia External Examiner ii Abstract Islamic Education is a topic often clouded by stereotypes, misperceptions, and charges of antiquation and indoctrination, yet little empirical research -
Active Learning
Active learning Active learning is an approach where learners participate in the learning process by building knowledge and understanding. In schools they will usually do this in response to learning opportunities designed by their teacher. What does active learning mean? For learners to make sense of new information and ideas, they need to make links with existing knowledge, so that they can process and then understand new material. This sense-making is an active process which can take place during a wide range of learning activities. It can be contrasted with a passive approach to learning in which the teacher primarily talks ‘at’ students and simply assumes they will make sense of what is said without needing to check. Active learning requires students to think hard and to practise using new knowledge and skills in order to develop long-term recall and a deeper understanding. This deeper understanding will also enable learners to connect different ideas together and to think creatively, once the initial knowledge base is secure. What is the theory behind active learning? • Active learning is based on a theory of learning • Scaffolding describes the support a student or group called constructivism, which emphasises the fact that of students receive as they work towards a learning goal. learners construct or build their understanding. Jean The idea of scaffolding was developed by cognitive Piaget (1896–1980), a psychologist and founder of psychologist Jerome Bruner (1915–2016) researching constructivism, researched the cognitive development of oral language acquisition in children. Grounded in social children, observing that their knowledge was individually constructivism, the process of scaffolding ‘enables a child built up, bit by bit. -
Stimulating Deep Learning Using Active Learning Techniques
Malaysian Online Journal of Educational Sciences 2016 (Volume4 - Issue 3 ) Stimulating Deep Learning Using Active [1] University of Malaya, Malaysia [email protected] Learning Techniques [2] Inti College Subang Jaya, Malaysia Tee Meng Yew [1] Fauziah K.P. Dawood [2], Kannaki a/p S. Narayansany [2],M Kamala a/p Palaniappa Manickam [2], Leong Siok Jen [2], Kuan Chin Hoay [2] ABSTRACT When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors set out to change this in the context of their own classrooms. The instructors formed a community of practice and embarked on an action research project on seeking ways to stimulate deep learning approaches in their classrooms. Active learning techniques such as role-playing, student-led discussions, and debates are discussed. Each member of the community chose techniques that he or she was comfortable with and which could best meet the desired learning outcomes of their respective classes. This article describes the process, successes and challenges based on the experience and the quantitative and qualitative data collected by the community of practice functioning as an action research team. Keywords: Deep learning, active learning, action research INTRODUCTION Surface learning approaches arise from the intention to give an impression of meeting task requirements while exerting minimal effort, often relying on memorization instead of understanding (Biggs, 1999). This approach to learning can easily be observed when students and teachers behave in ways that reinforce learning as a spectator sport (Chickering & Gamson, 1987). -
Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning
Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning Jim Eison, Ph.D. Department of Adult, Career & Higher Education University of South Florida, 4202 East Fowler, EDU 162 Tampa, FL 33620-5650 [email protected] © Expanded and Updated March 2010 NOTE: To be used in an upcoming publication Please do not cite, quote or duplicate without permission ―The first objective of any act of learning, over and beyond the pleasure it may give, is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily‖ (Jerome Bruner) ―The best way to get a good idea is to get a lot of ideas‖ (Linus Pauling) What are active learning instructional strategies? Active learning instructional strategies include a wide range of activities that share the common element of ―involving students in doing things and thinking about the things they are doing‖ (Bonwell & Eison 1991). Active learning instructional strategies can be created and used to engage students in (a) thinking critically or creatively, (b) speaking with a partner, in a small group, or with the entire class, (c) expressing ideas through writing, (d) exploring personal attitudes and values, (e) giving and receiving feedback, and (f) reflecting upon the learning process It should also be noted that active learning instructional strategies can (a) be completed by students either in-class or out-of-class, (b) be done by students working either as individuals or in group, and (c) be done either with or without the use of technology tools When an instructor employs active learning strategies, he or she will typically will (a) spend greater proportion of time helping students develop their understanding and skills (promoting deep learning) and a lesser proportion of time transmitting information (i.e., supporting surface learning). -
The Impact of Technology-Enhanced Learning Activities on Nursing Student Engagement in the Classroom
Molloy College DigitalCommons@Molloy Theses & Dissertations 11-23-2015 The mpI act of Technology-Enhanced Learning Activities on Nursing Student Engagement in the Classroom Alicia A. Stone This research was completed as part of the degree requirements for the Nursing Department at Molloy College. Follow this and additional works at: https://digitalcommons.molloy.edu/etd Part of the Other Nursing Commons This Dissertation has All Rights Reserved. DigitalCommons@Molloy Feedback Recommended Citation Stone, Alicia A., "The mpI act of Technology-Enhanced Learning Activities on Nursing Student Engagement in the Classroom" (2015). Theses & Dissertations. 4. https://digitalcommons.molloy.edu/etd/4 This Dissertation is brought to you for free and open access by DigitalCommons@Molloy. It has been accepted for inclusion in Theses & Dissertations by an authorized administrator of DigitalCommons@Molloy. For more information, please contact [email protected],[email protected]. Molloy College The Division of Nursing PhD in Nursing Program THE IMPACT OF TECHNOLOGY-ENHANCED LEARNING ACTIVITIES ON NURSING STUDENT ENGAGEMENT IN THE CLASSROOM a dissertation by ALICIA A. STONE Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Molloy College i ABSTRACT THE IMPACT OF TECHNOLOGY-ENHANCED LEARNING ACTIVITIES ON NURSING STUDENT ENGAGEMENT IN THE CLASSROOM Educating student nurses in the present environment requires professors to stay current with new methodologies as well as innovations in technology. The question is how to address both the impact of technology and the skills of clinical reasoning, and keep the students involved in the material. If there can be integration of each aspect through the use of technology-enhanced learning activities on the internet and preparation to approach the issue, then perhaps this can increase success. -
37 CULTURE of ACTIVE VERSUS PASSIVE LEARNING: TRANSFORMATIVE EXPERIENCE in LEARNING QUALITATIVE INQUIRY COURSE Robert Lucas Kani
International Journal of Education, Learning and Development Vol. 8, No.8, pp.37-46, October 2020 Published by ECRTD-UK Print ISSN: 2054-6297(Print), Online ISSN: 2054-6300(Online) CULTURE OF ACTIVE VERSUS PASSIVE LEARNING: TRANSFORMATIVE EXPERIENCE IN LEARNING QUALITATIVE INQUIRY COURSE Robert Lucas Kaniki Xiamen University- China Email: [email protected] ABSTRACT: This paper provides an important personal reflective journal emerging from the existing experience of qualitative inquiry course and analysis of international students’ experiences on the culture of active versus passive learning and how we can archive transformative learning. Based on the finding emerging from focus group interviews with international students, three general themes emerged, including teacher-students’ interaction, communication skills and International-Chinese students’ relationship as aspects promoting transformative learning. The author concludes that the active learning method was the best way to promote transformative learning among students. The study has implications for future research on the culture of active versus passive learning and on how transformative learning can be promoted in the university milieu. KEYWORDS: active learning, passive learning, transformative learning, qualitative inquiry INTRODUCTION The purpose of this study is to investigate international students’ experiences on the culture of active versus passive learning in the university as a way to promote and foster changes in students’ learning (transformative learning). Based on the existing experience in qualitative inquiry courses offered at the school of education in a top-tier comprehensive research university in southeast China, this study presents the author’s reflective journal and international students’ experiences in the culture of active versus passive learning and how we can archive transformative learning through this culture.