Schema learning theory: Enhancing practice within sociocultural teaching, learning and assessment

2016 ◽  
Vol 20 ◽  
pp. 26-30
Author(s):  
Meredith Kelly
Keyword(s):  
Learning Theory ◽  
Schema Learning ◽  
Teaching Learning

scholarly journals Finally in the spotlight: How contemporary learning theory is saving education online during COVID

2021 ◽  
Vol 19 (6) ◽  
pp. pp642-655
Author(s):  
Paula Charbonneau-Gowdy
Keyword(s):  
Action Research ◽  
Learning Theory ◽  
Teacher Educators ◽  
Social Cognitive ◽  
Teacher Education Program ◽  
Learning Theories ◽  
Student Body ◽  
E Learning ◽  
Teaching Learning ◽  
The Impact

A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.

Changes in teaching-learning theory.

2014 ◽  
pp. 111-153
Author(s):  
Walter S. Monroe
Keyword(s):  
Learning Theory ◽  
Teaching Learning

scholarly journals Constructivist Teaching/Learning Theory and Participatory Teaching Methods

2017 ◽  
Vol 6 (1) ◽  
pp. 110 ◽  
Author(s):  
Sithara YJN Fernando ◽  
Faiz MMT Marikar
Keyword(s):  
Learning Theory ◽  
Teaching Methods ◽  
Learning Experience ◽  
Target Population ◽  
Constructivist Teaching ◽  
Constructivist Learning Theory ◽  
Transmission Of Knowledge ◽  
Learning Platform ◽  
Recent Developments ◽  
Teaching Learning

Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in thecontext of our knowledge, but it is also much more that. In this study we have examined General Sir JohnKotelawala Defence University’s cadet and civilian students’ response to constructivist learning theory andparticipatory teaching methods, especially concepts and knowledge on the learning platform in the DefenceUniversity. Target population of this study represents 41 students. All students were given a questionnaire related toconstructivist learning theory and participatory teaching methods. The claims of constructivist teaching/learningtheory that this paper has singled out are the following: 1) learning is an active experience; 2) the ideas students holdabout the subject and topic being taught will form a part of their learning experience; and 3) learning is socially andculturally rooted. Recent developments in Constructivist Teaching/Learning Theory was explained and brieflydescribed in this paper.

scholarly journals Practice Perspectives on Learning Analytics in Higher Education

2019 ◽  
pp. 45-56
Author(s):  
Geraldine Torrisi-Steele ◽  
Victor X. Wang ◽  
Joy Galaige
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Technical Development ◽  
Teaching Staff ◽  
Teaching Learning ◽  
Value Of Learning ◽  
Significant Effort

Learning analytics have taken higher education by the proverbial “storm.” Universities primarily employ learning analytics at the level of metrics to satisfy institutional requirements but are also investing significant effort in technical development. In the domain of teaching, learning analytics are making an appearance but are much less developed than in institutional or technical domains. On the basis of the potential of learning analytics to inform teaching practice and thus improve learning experiences, course instructors are now encouraged to use learning analytics at classroom level. Early forages are giving mixed results, and some confusion reigns among teaching staff in relation to the usability/value of learning analytics. The fundamental premise of the present chapter is that if potential of learning analytics to improve learning experiences is to be realized, then learning analytics must shift further into the practice domain, and this requires the projection of learning theory onto learning analytics.

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