SIP (Simplicity, Imagination and Physicality): A Teaching Approach for Improving Student Engagement and Learning Outcomes in the Pronunciation Classroom

2016 ◽  
Author(s):  
Marcellus Nealy
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Teaching Approach

scholarly journals Service Learning: Mengintegrasikan Tujuan Akademik Dan Pendidikan Karakter Peserta Didik Melalui Pengabdian Kepada Masyarakat

Bakti Budaya ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Endah Setyowati ◽  
Alviani Permata
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Teaching Strategies ◽  
Social Problems ◽  
Teaching Approach ◽  
Vulnerable Groups ◽  
Academic Goals ◽  
State Discrimination ◽  
Sustainable Peace

Service learning is a teaching approach that combines academic goals and the character educationthrough community service activities. Teaching strategies through knowledge, experiences, andreflections applied in an interdiciplinary course provide opportunities for students to relate knowledgedirectly from the classroom to community problems with their participation as volunteers in a specifedcommunity. Te community which is chosen as a target group was ftted to the lecture materialswhich emphasized on issues of state discrimination against vulnerable groups and impacts of decreasingenvironmental quality on sustainable peace. Te learning outcomes which is set at level of students'awareness of social problems are measured by changes in perceptions of issues faced by target groupsbefore and after students doing a community service through periodic journal reports.

scholarly journals Effects of Multimethod Teaching Approach on the Learning Outcomes of Nursing Students

2019 ◽  
pp. 33-42
Author(s):  
Fatemeh Ghaffari ◽  
Agha Fatemeh Hosseini ◽  
Mohammad Reza Zarei ◽  
Mansoureh Ashghali Farahani ◽  
Fatemeh Marandi
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Teaching Approach

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals EFFECTIVENESS OF BITE-SIZED LECTURE ON STUDENT LEARNING OUTCOMES

2018 ◽  
Author(s):  
Noi Sian KOH ◽  
Swapna GOTTIPATI ◽  
Venky SHANKARARAMAN
Keyword(s):  
Information Technology ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Teaching Approach ◽  
Short Term ◽  
Course Materials ◽  
Just Right

Bite-Sized Teaching approach uses relatively small learning units with short term focused activities. The paper presents the effectiveness of Bite-Sized lecture pedagogy on learning outcomes for an analytics course offered by the School of Information Technology at Nanyang Polytechnic. The methodology involves breaking a typical 1 hour lecture into 3 to 4 short lectures followed by related tutorial/practical exercises relevant to each respective short lecture. The results from the exercises show statistically significant improvements in the assessed learning outcomes for the Bite-Sized lecture over the traditional 1 hour lecture. 75% of the surveyed respondents agreed that the speed of the course materials presented in the Bite-Sized lecture was just right. Majority of the repondents agreed or strongly agreed that Bite-Sized lecture helped them to learn better. Although this paper is primarily based on education experiences made within an analytics module, the findings presented are applicable to any other computing related courses or even mathematics related courses in general.

Offline vs online problem-based learning: a case study of student engagement and learning outcomes

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hans Kristianto ◽  
Linda Gandajaya
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Content Type ◽  
Significant Difference ◽  
Health Related

Purpose Furthermore, the purpose of this study is to compare the student engagement and the learning outcomes in offline and online PBL in the aforementioned course. The COVID-19 pandemic has caused disruption in various sectors, including education. Since it was first announced in mid-March 2020 in Indonesia, teaching and learning activities have been carried out online. In this study, a comparison of the offline (Spring 2019, prior to the pandemic) and online (Spring 2021, during the pandemic) problem-based learning (PBL) method in the sustainable chemical industry course is investigated. Design/methodology/approach A quantitative analysis was conducted by measuring the students’ engagement, course-learning outcomes (CLOs) and student learning outcomes (SLOs). Difference tests of engagement score, CLOs and SLOs were investigated by using the t-test or Mann–Whitney U-test. Furthermore, the perceived students’ stressors were measured. Findings It is found that the students’ engagement in offline and online PBL gives similar scores with no significant difference. This is possible because of the PBL structure that demands students to be actively engaged in gaining knowledge, collaboratively working in teams and interacting with other students and lecturers. Although similarly engaged, the CLOs and SLOs of online PBL are significantly lower than offline PBL, except for SLO related to oral and written communication skills and affective aspect. The decrease in CLOs and SLOs could be influenced by students’ academic, psychological and health-related stressors during the COVID-19 pandemic time. Originality/value This study provides a recommendation to apply online PBL during the COVID-19 pandemic time and beyond, although some efforts to improve CLOs and SLOs are needed.

TVET as a Game Changer

2020 ◽  
pp. 134-158
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Learning Outcomes ◽  
Indirect Effects ◽  
Student Learning Outcomes ◽  
Direct And Indirect Effects ◽  
Demographic Information ◽  
College Impact ◽  
Research Questions ◽  
Impact Models

This chapter discusses the implications of results presented in Chapter 4. Possible explanations for the findings are provided in reference to how they converge or diverge from the existing literature. In Chapter 4, the effects of college resources and student engagement on student learning outcomes were investigated. By incorporating the college impact models, this chapter explores how college resources influence learning outcomes beyond what is already explained by aspects of the environment. Specifically, the chapter analyzed the direct and indirect effects of college resources and student engagement on students learning outcomes. In addition, this chapter examined the college environments and the influence it exerts on learning outcomes. The chapter is centered on the findings of demographic information as well as understanding group variances. The chapter winds up with a concrete discussion around the research questions and hypotheses developed in Chapter 4.

scholarly journals An EMI Pedagogy That Facilitates Students' Learning

2015 ◽  
Vol 8 (12) ◽  
pp. 63 ◽  
Author(s):  
Yung-Ting Chuang
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
First Language ◽  
Learning Experiences ◽  
Course Content ◽  
Course Offerings ◽  
Global Status ◽  
University Course

<p>In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.</p>

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