Chapter 6. Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles

2018 ◽  
pp. 117-142
Author(s):  
Kyoko Masuda ◽  
Angela Labarca
Keyword(s):  
Sociocultural Theory ◽  
Student Perception ◽  
Theory Approach ◽  
Approach To Learning

scholarly journals Involvement in Academic Study: an Investigation of the Nature, Effects and Development of Involvement in University Courses

2021 ◽  
Author(s):  
◽  
Deborah Margery Willis
Keyword(s):  
Contextual Factors ◽  
Student Perception ◽  
Learning Outcome ◽  
Level Of Involvement ◽  
Factors Affecting ◽  
Approach To Learning ◽  
Course Content ◽  
Deep Approach To Learning ◽  
Commerce Students

<p>The purpose of this research was to examine involvement In study within the framework of the approach to learning literature. Although not discussed in detail, involvement has been related to a deep approach to learning (Ramsden, 1984). Specific interest focused on students' perceptions of the concept of involvement; the relation between involvement, approach to learning and educational orientation (Taylor et al., 1980); the relationship between Involvement in study and learning outcome and finally, the reasons why students become involved and factors affecting change over time. The research methodology used was consistent with the view originally developed by Marton and Saljo (1976a) - that learning can be effectively studied by focusing on student perception of the learning process. Consistent with Marton's methods of research, the data was drawn from interviews (with 58 university students). Additional data was supplied by open ended questions and Entwistle and Ramsden's approach to study inventory. Students produced a range of involvement definitions that emphasised activity but also incorporated feelings about what is studied. However, the experience of involvement is course-specific and it was demonstrated that students direct different levels of involvement to different courses. An investigation of factors that affect students' concept of involvement, revealed that approach to learning was important in determining the type of involvement activity students engage in ('basic' or 'more than required') and the level of involvement activity (full, limited, none). A vocational educational orientation was not incompatible with the development of involvement provided this was combined with interest in subject matter. Commerce students provided an interesting example of this point in that they typically possessed a strong vocational educational orientation towards their Commerce courses but directed their interest (and in many cases their full involvement) to courses outside the Commerce faculty. Analysis of the data indicated that female students were more likely to become fully involved in their study than did their male colleagues. However, the pattern of results was complicated by degree and approach to learning. It was suggested that the sex differences may be due to the fact that females were more likely to combine interest and vocational Interests in their choice of courses. The results indicated that a relationship did exist between the quality of the involvement activity and the quality of the learning outcome. The open ended responses indicated that students possess one of three involvement intentions (positive, neutral or negative). This finding was confirmed in the interviews and a number of relationships were proposed that combined intention and contextual factors to determine a particular involvement outcome (involvement or non-involvement). It was further demonstrated that context is particularly important in influencing involvement. In most cases students' intention was changed by their positive or negative perception of the course context. Thus involvement developed from a combination of personal (e.g. existing interest) and contextual factors (e.g. staff attitude and presentation skills, relevance of course content and form of assessment). These factors were also significant in affecting involvement change. Regardless of approach to learning, an involved student wants to learn. Through this commitment, persistence in study is more likely to occur. The involvement activities themselves will be largely determined by approach and thus the quality of the outcome is related to approach. The thesis concludes with discussion of the implications of these results for policy, teaching and course development.</p>

scholarly journals Involvement in Academic Study: an Investigation of the Nature, Effects and Development of Involvement in University Courses

2021 ◽  
Author(s):  
◽  
Deborah Margery Willis
Keyword(s):  
Contextual Factors ◽  
Student Perception ◽  
Learning Outcome ◽  
Level Of Involvement ◽  
Factors Affecting ◽  
Approach To Learning ◽  
Course Content ◽  
Deep Approach To Learning ◽  
Commerce Students

<p>The purpose of this research was to examine involvement In study within the framework of the approach to learning literature. Although not discussed in detail, involvement has been related to a deep approach to learning (Ramsden, 1984). Specific interest focused on students' perceptions of the concept of involvement; the relation between involvement, approach to learning and educational orientation (Taylor et al., 1980); the relationship between Involvement in study and learning outcome and finally, the reasons why students become involved and factors affecting change over time. The research methodology used was consistent with the view originally developed by Marton and Saljo (1976a) - that learning can be effectively studied by focusing on student perception of the learning process. Consistent with Marton's methods of research, the data was drawn from interviews (with 58 university students). Additional data was supplied by open ended questions and Entwistle and Ramsden's approach to study inventory. Students produced a range of involvement definitions that emphasised activity but also incorporated feelings about what is studied. However, the experience of involvement is course-specific and it was demonstrated that students direct different levels of involvement to different courses. An investigation of factors that affect students' concept of involvement, revealed that approach to learning was important in determining the type of involvement activity students engage in ('basic' or 'more than required') and the level of involvement activity (full, limited, none). A vocational educational orientation was not incompatible with the development of involvement provided this was combined with interest in subject matter. Commerce students provided an interesting example of this point in that they typically possessed a strong vocational educational orientation towards their Commerce courses but directed their interest (and in many cases their full involvement) to courses outside the Commerce faculty. Analysis of the data indicated that female students were more likely to become fully involved in their study than did their male colleagues. However, the pattern of results was complicated by degree and approach to learning. It was suggested that the sex differences may be due to the fact that females were more likely to combine interest and vocational Interests in their choice of courses. The results indicated that a relationship did exist between the quality of the involvement activity and the quality of the learning outcome. The open ended responses indicated that students possess one of three involvement intentions (positive, neutral or negative). This finding was confirmed in the interviews and a number of relationships were proposed that combined intention and contextual factors to determine a particular involvement outcome (involvement or non-involvement). It was further demonstrated that context is particularly important in influencing involvement. In most cases students' intention was changed by their positive or negative perception of the course context. Thus involvement developed from a combination of personal (e.g. existing interest) and contextual factors (e.g. staff attitude and presentation skills, relevance of course content and form of assessment). These factors were also significant in affecting involvement change. Regardless of approach to learning, an involved student wants to learn. Through this commitment, persistence in study is more likely to occur. The involvement activities themselves will be largely determined by approach and thus the quality of the outcome is related to approach. The thesis concludes with discussion of the implications of these results for policy, teaching and course development.</p>

scholarly journals An approximation theory approach to learning with ℓ1 regularization

2013 ◽  
Vol 167 ◽  
pp. 240-258 ◽  
Author(s):  
Hong-Yan Wang ◽  
Quan-Wu Xiao ◽  
Ding-Xuan Zhou
Keyword(s):  
Approximation Theory ◽  
Theory Approach ◽  
Approach To Learning

Ab initio band theory approach to electron energy loss near edge structures

1988 ◽  
Vol 46 ◽  
pp. 506-507
Author(s):  
Xudong Weng ◽  
O.F. Sankey ◽  
Peter Rez
Keyword(s):  
Ab Initio ◽  
Local Density ◽  
Interpolation Method ◽  
Atomic Orbital ◽  
Plane Waves ◽  
Large Set ◽  
Theory Approach ◽  
Band Theory ◽  
Atomic Orbitals ◽  
Pseudopotential Calculations

Single electron band structure techniques have been applied successfully to the interpretation of the near edge structures of metals and other materials. Among various band theories, the linear combination of atomic orbital (LCAO) method is especially simple and interpretable. The commonly used empirical LCAO method is mainly an interpolation method, where the energies and wave functions of atomic orbitals are adjusted in order to fit experimental or more accurately determined electron states. To achieve better accuracy, the size of calculation has to be expanded, for example, to include excited states and more-distant-neighboring atoms. This tends to sacrifice the simplicity and interpretability of the method.In this paper. we adopt an ab initio scheme which incorporates the conceptual advantage of the LCAO method with the accuracy of ab initio pseudopotential calculations. The so called pscudo-atomic-orbitals (PAO's), computed from a free atom within the local-density approximation and the pseudopotential approximation, are used as the basis of expansion, replacing the usually very large set of plane waves in the conventional pseudopotential method. These PAO's however, do not consist of a rigorously complete set of orthonormal states.

Student perception of faculty role models

1985 ◽  
Vol 49 (3) ◽  
pp. 159-161
Author(s):  
B Lange ◽  
R Friedman
Keyword(s):  
Role Models ◽  
Student Perception ◽  
Faculty Role

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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