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Search Results: 1 - 10 of 14273 matches for " Learning "
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Relevance of Mastery Learning (ML) in Teaching of English (Case Study of the University of Guilan, Iran)  [PDF]
Abbas Sadeghi, Atefeh Sadeghi
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.31007
Abstract: The main purpose of the study was to gather, analyze and interpret the perceptions of the students about mastery learning (ML) held by 240 students randomly selected from each of the populations of different faculties in Guilan University. Guilan University was chosen because the researchers have some valuable experiences about English learning and are familiar with students’ weakness in English learning. The students of high ability were allocated to “A” and “B” classes, average to “C” and “D” classes and low to “E” and “F” classes respectively. Two Academic Staff Members were assigned to teach the six classes of English. Students could take 3 classes with each academic. Results showed that based on research results on deep and surface, biased learners increasingly which became surface learners did worse compare with deep learners. On the other hand, surface students of low ability seem to be motivated to study as they are given more chances to secure a pass. Thus, although the findings of this paper indicate that mastery learning promotes better quantitative results in English for surface learners, there are dangers. One of the main aims of learning to increase higher level cognitive processes seems actually to be discouraged in this mode.
Rubrics and the enhancement of student learning
Malini Y Reddy
Educate~ , 2007,
Abstract: Empirical research on the effectiveness of rubrics has primarily concentrated on its contribution towards improvement in academic performance, as reflected in attainment of higher grades. Its role in assessing the other dimensions of SL such as attitudes, behaviors and perceptions that affect students’ inclination and ability to learn has been largely unexplored. There is also a paucity of literature on how the tool can be used for informing course delivery and course design. The objectives of the study are derived from these gaps in literature. The proposed study seeks to explore the usefulness of rubrics from the perspective of students, drawing motivation from two recent studies – the study by Andrade & Du (2005), which examined the usage of rubrics by students to support their own learning and academic performance and the study by Petkov & Petkova(2006), which explored the possibility of developing curriculum wide rubrics at post-graduate level. This study intends to investigate the contribution of rubrics referenced feedback towards enhancement of motivation, development of self- regulation characteristics and improvement in academic performance. It seeks to achieve this by assessing student-learning outcomes in a multiple courses of general Masters in Business Administration (MBA) program in two or more business schools in Hyderabad including, ICFAI Business School, Hyderabad.
Language Learner Autonomy and Learning Contract: A Case Study of Language Majors of a University in Hong Kong  [PDF]
Mable Chan
Open Journal of Modern Linguistics (OJML) , 2015, DOI: 10.4236/ojml.2015.52013
Abstract: With the aim of developing first year undergraduate students’ awareness and ability of autonomous learning, they were asked to do self-access work in an academic English proficiency course through drafting a learning contract outlining their learning objectives and submitting learning evidence regularly in the course of the semester. This study examines the content of the learning contract and the English language learning beliefs reflected from the learning objectives formulated, plus questionnaire results, and determines whether university students in Hong Kong are ready for autonomous learning or not. Based on the findings, the study examines whether Hong Kong university students are ready for autonomous learning, and discusses ways to deal with the challenges which might impede implementation of language learner autonomy in Hong Kong.
Is Blended Learning Making Us Stupid, Too?  [PDF]
Ray Archee
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39010

The title of this paper echoes Nicholas Carr’s (2008) article, Is Google Making Us Stupid?, which evoked heated debate around the issue of whether the Internet was having negative effects upon human concentration and learning. While this paper agrees that blended learning has the same issues as the Internet, blended learning is under the control of organizations, institutions, instructors and students. Whether our brains are being changed for better or worse is not the critical question, but how much confidence we ascribe to blended learning. This paper argues that blended learning should be regarded as blended teaching because the phrase comprises a contested assumption. Educators, by their selection of traditional and online media, have complete control over this teaching, but students, in the end, are the ultimate arbiters of their own learning.

Searching for Active Learning Methods for New Product Development Purposes  [PDF]
Anderson Dalmaz, Osmar Possamai, Aaron J. Armstrong
American Journal of Industrial and Business Management (AJIBM) , 2015, DOI: 10.4236/ajibm.2015.512082
Abstract: Individual learning is the base of the company learning. And learning on product development contexts is related to product success [1] [2]. Improving effectiveness of individual learning in a new product development (NPD) context could bring results to the company. Active learning (AL) is largely studied in literature and shows promising results to improve learning. Its objective is to increase learner engagement [3], having its fundamentals based on cognitive aspects of humans, as attention [3]. But what are the existing approaches? Could they be used in NPD contexts to increase efficiency of learning? The objective of this article is to address the first question (i) identifying approaches considered AL from literature. This article presents the list of approaches found and its descriptions. This descriptions will be used for the next steps of this research to be presented in future articles (i) identifying AL approaches already used in industry and (ii) suggesting a method aiming to increase learning in NPD context.
The Utilization of the National Qualifications Framework Level Descriptors as Criteria for Assessing Prior Experiential Learning to Access to Higher Learning Institutions of Namibia  [PDF]
Lydia Shaketange, Alex Kanyimba
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.510025
The assessment of experiential learning is the process of identification, articulation and legitimization of learning gained from years of work experience. The aim of this paper is to explore the utilization of level descriptors as criteria for assessing the prior experiential learning of candidates who aspire to access higher education. The recognition of the prior learning (RPL) concept has been embraced in education policies around the world as a process that assesses and recognises non-formal and informal learning attained by an individual, to determine the level of competency achieved. However, the implementation of the concept by higher education institutions remains insignificant. Some reasons cited relate to the method used to assess learning in admission tests, such as the recall of subject knowledge. It is argued in this paper that the alignment of individuals’ learning evidence with the National Qualifications Framework’s level descriptors is critical as an alternative route of assessment. The assessment method based on alignment of level descriptors allows for self-exploration and deeper reflection of own learning, giving insight not only into the self but also for the benefit of the host institution. Host institutions benefit from RPL, not only by choosing qualified candidates to enter their programmes, but also by having candidates who lived the experience and have understanding of the field of study. The alignment method is perceived to be a reflective strategy of assessing experiential learning and is born out of the transformative process which encourages deep learning and portrays the quality of potential candidates. Studies have shown no significant differences between the performances of students who accessed higher learning through Grade twelve certificates and those who accessed through RPL. Therefore, when an appropriate and robust method is adopted, RPL is feasible and beneficial to all involved.
Similarities and Differences between Adult and Child Learners as Participants in the Natural Learning Process  [PDF]
Darlene McDonough
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.43A050

This paper compares Brian Cambourne’s Conditions of Learning (1988), APA’s Learner-Centered Psychological Principles (1997), and Malcolm Knowles’ Adult Learning Theory (2011). These theories embrace the natural learning process and not the traditional view of learning. The traditional view suggests that the teacher has the knowledge, the learner is dependent on the teacher to disseminate the knowledge and the learner has nothing to contribute. In the natural learning process, knowledge is distributed in a circular and reciprocal way through a collaborative sharing of experiences, centered on real life situations, and learners are responsible for their own learning. In the 21st century knowledge is constantly changing and expanding exponentially. The natural learning process facilitates the life-long learning that is needed to remain a valuable contributor in society where learning has become a collaborative experience.

Perception of Non-Law Students on the Combined Lecture- and Problem-Based Learning Approaches  [PDF]
J. K. L. Poon, Mimmy M. C. Kong
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.25010
Abstract: To fulfill the accreditation requirements of professional organizations, business law is commonly included in the business programs in higher education. However, business students, particularly at the sub-degree level, are often challenged to study law. The literature suggests that a combination of lecture-based learning (LBL) and problem-based learning (PBL) approaches can enhance
student learning and outcomes. This study evaluates the perceptions of accounting and business majors on the effectiveness of these combined teaching modes in studying business law. Survey data were collected from 262 respondents who enrolled and studied business law with this dual teaching mode during the academic year 2012–2013. Findings reveal that under this approach of learning, students are motivated and more engaged. They benefit from group dynamics, including collaborative and peer learning, social interaction, teamwork, task allocation, and confidence building. Overall, students are satisfied with this teaching mode.
Active Teaching and Learning Methodologies: Some Considerations  [PDF]
Clóvis Luís Konopka, Martha Bohrer Adaime, Pedro Henrique Mosele
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.614154
Abstract: Drawing the students’ attention and keeping them engaged are essential points to the learning process. Active methodologies place the students at the center of this process and make them the protagonists of discovery, rather than just passive information receivers. There are different teaching strategies to create an active learning environment and to engage the students to it. Current evidences indicate that active learning improves understanding and information retention. It is also effective in developing higher-order cognitive skills. Nevertheless, the adoption of active methodologies is still low. The authors of the current paper encourage the reflection on the traditional teaching practices and suggest that the active methodologies are an education option for secondary and higher education level courses as a way to meet nowadays needs in education.
The Role of Personal Learning Orientations and Goals in Students’ Application of Information Skills in Malaysia  [PDF]
Aidah Abdul Karim, Parilah M. Shah, Fariza Khalid, Mazalah Ahmad, Rosseni Din
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.618205
Abstract: Information skills assist students to develop and apply new understanding in their field of study, and thus hold a key to knowledge building process in higher learning. A qualitative study was conducted to explore the role of personal factors in the application of information skills among university students in Malaysia. The study was conducted in a Malaysian public university and the participants were 31 lecturers, librarians and students who were involved in student information skills programs run by the university library. The study observed the programs and examined the programs’ learning and teaching materials and interviewed the lecturers, librarians and students. The study found that personal learning orientations and goals influenced students’ application of information skills across their university leaning. The study suggested that in order to assist students to use information skills throughout their university learning, universities must help students to align their personal learning orientations toward university learning, as well as to help student to develop long term personal learning goals.
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