Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a ...teacher guiding Hong Kong students in experiential learning, which took place at a national
level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development
and justice oriented). Their journeys illustrated that different types of experiential learning have various influences on the perceived civic learning outcomes of learners. We suggest adding facilitating and hindering factors into the typologies of experiential learning, which would provide
a more comprehensive conceptual framework to guide educators and researchers in organizing and conducting experiential learning activities and studies.
Teaching is a highly complex activity that draws on many kinds of knowledge. In this paper, we present our findings on the impact of implementing collaborative, active learning using peer ...instructions in pharmacology lectures. The hypothesis “implementation of collaborative, active learning increases students’ understanding of pharmacological concepts, and thereby exam performance” was proven.
Active learning was implemented in lectures on pharmacodynamics (10% of total lectures) in three different pharmacology courses. Teaching methods in the remaining lectures in the courses were unchanged. Prior to each lecture on pharmacodynamics, students were instructed to prepare using questions addressing key concepts in the curriculum that would be covered by the following lecture. In the lectures, students’ understanding of these concepts was assessed using anonymous, online polls (ConcepTests). Collaborative learning was supported using peer instructions.
Using the anonymous results of 15 written exams with 1097 submissions we show that the percentage of students achieving 50% or more of maximum points per exam question is significantly increased in questions relating to peer instructions lectures (P = 0.029, Odds Ratio (IQR) 1.83 (1.07, 3.15)). The observation is not explained by a general improvement of student performance (P = 0.289, Odds Ratio 1.15 (0.89, 1.51)). Both students' and the teacher have a positive perception of the active learning strategy and the possibility to give and receive instant feedback on students’ learning progress.
We conclude that implementation of collaborative, active learning using peer instructions, significantly improves students’ learning in pharmacology.
Through a systematic analysis of the literature, this study analyzes the change in the teacher's role triggered by the integration of AI into educational systems. The picture offered by the ...systematic analysis of the literature conducted in this study reveals a less than total awareness of the urgency with which the challenges imposed by AI in the educational field must be addressed. We propose a manifesto to guide the evolution of the teachers' role according to the paradigm shift concept proposed by Kuhn in the scientific field.
Interactive learning environments such as videogames may facilitate learning through engagement. However, not all kinds of engagement are relevant to learning in formal education; much depends on the ...use of pedagogical approaches and videogames in the classroom. This study investigates a curricular unit in an upper secondary class using the commercial videogame The Walking Dead to teach ethical theories in a citizenship course. We focus on how the teacher’s design of the lesson facilitated students’ disciplinary engagement and find that productive disciplinary engagement (PDE) principles, together with dialogic interactions, extended students’ engagement beyond gameplay and helped them understand the meaning of the theoretical content. Based on our findings, we propose a set of recommendations concerning educational design for teaching and learning with commercial videogames.
When working to connect homogeneous curricula with heterogeneous groups of pupils, teachers have to sort pupils according to the categories allowed for in the national school system. In this article, ...we compare German organizational differentiation, where pupils are divided into stable groups, to Norwegian pedagogical differentiation, where instruction is adapted to the pupils within the common classroom. This study is qualitative and explorative; the method employed is a modification of philosophical phenomenology, and the theoretical discussion is pedagogical-philosophical and educational-sociological. When teachers from these two systems reflect upon the equality of opportunity of their system, categories of educable versus uneducable pupils materialize. The individual teacher's academic background, combined with a heavily theoretical curriculum, creates a culturally delimited learning environment. This can be critical for pupils with non-academic dispositions or cultural perspectives. The question is whether the systems that employ ostensibly democratic differentiation principles legitimize an educational dictatorship, perpetuating an undemocratic understanding of knowledge and learning.
The goal of this study was to examine the relationship between students’ motivation for learning in an online course and their perceptions regarding the teacher’s role. 520 undergraduate students at ...a college participated in asynchronous online courses and responded to a closed-ended questionnaire about their motivation for learning and their expectations regarding the teacher’s role in online courses. The study’s findings indicate significant relationships between the students' different types of motivation for learning in the online course and their perception of the teacher's role in these courses. For example, students with high levels of self-efficacy and control over their learning beliefs expect the teacher to meet their pedagogical and differentiating roles. However, students with high levels of test anxiety expect the teacher to meet affective and technological needs. Therefore, when preparing online courses, these differences must be taken into account and teachers must carefully consider how they fulfill their role. For example, if teachers focus solely on the pedagogical role, it is likely to negatively affect the success of students facing high levels of anxiety. However, teachers who primarily promote affective social interactions will disappoint another group of students. Enhancing teachers’ awareness of the association between students’ motivation and their expectations of their teachers could help teachers plan their courses to best meet their students’ needs and perhaps reduce dropping out.
Abstract
New interventions are offered to children of divorced parents in Danish schools. Establishing conversation groups can be seen as part of this overall effort to increase pupils’ well-being. ...This new practice leads to new professional challenges when teachers facilitate group processes and call for in-depth studies of children’s own perspectives on their participation in these interventions. This article is based on ethnographic fieldwork and asks the following research question: ‘How do children make sense of the professionals’ double role as both group leader and teacher when facilitating the conversation-groups in schools?’ The study draws on 23 interviews with children and observations in four conversation groups in Denmark. Theory of social representations is used as an analytical tool to explore the dilemmas of school interventions for children of divorced parents. The analysis presents three dominant themes: the group leader’s problematic double role, balancing the duty of confidentiality and trusting the group members. The analysis shows that children struggle to express feelings about their home situation in the school context. The importance of balancing the duty of confidentiality as a group leader is clearly reflected as a key factor, seen from the perspective of the child.
This study aimed to investigate the influence of teacher roles and parenting styles on student character formation at Madrasah Ibtidaiyah Negeri 2 Sleman Yogyakarta using a quantitative associative ...research method. Multiple linear regression analysis showed that both factors significantly influenced student character formation, with parenting style having a higher contribution than teacher roles. Therefore, a balanced approach between education at home and school is necessary to support good character formation among students. The resulting multiple linear regression equation was Y = 14.047 + 0.497X1 + 0.910X2, with a determination coefficient of 55.9%. Parenting style contributed more (?= 0.910) than teacher roles (?= 0.497) by 58.87%. However, the study had limitations, such as focusing on one school and specific geographical context. Therefore, it is recommended to conduct similar studies in different schools and regions and explore other factors that may influence student character formation.
Parent and teacher hold an important role in children's communication development. Both of them have a time to spend with the children, parent almost take a whole time with their children in the ...home while teacher has a mean time in the school. The method used is qualitative methods of case study research. Collecting the data, doing an interview, observing, and documenting was used as main instrument. The steps to do a data analysis was reducing data, presenting data, and drawing the conclusions. Meanwhile, the data validation used the triangulation technique (technique triangulation and source triangulation) and member check. It showed that parent and teacher’s effort were to provide a two-way communication stimulus in the end.
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