scholarly journals Outside the Box

2021 ◽  
Vol 4 (1) ◽  
pp. 76-93
Author(s):  
Christine Miller ◽  
Laura Cruz ◽  
Jacob Kelley
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Business Students ◽  
Business Community ◽  
Multiple Sources ◽  
Post Intervention ◽  
Domain Specific ◽  
Intervention Measures ◽  
Specific Teaching ◽  
The Impact

Can creativity be taught? Multiple sources attest that the business community values creativity in potential new hires, but a signature pedagogy of teaching for creativity in business classes has not yet emerged. To contribute to a body of evidence-based practice, this study assessed the impact of several in-class activities that were deployed among undergraduate business students to see if these enhanced their creative problem-solving abilities, as assessed by pre- and post-intervention measures. The results were moderately encouraging and suggest domain-specific teaching and learning strategies. Further, the results offer encouragement to all instructors, irrespective of any prior experience with creativity-enhancing efforts.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Comprehensive geriatric assessment in the emergency department

2020 ◽  
Vol 49 (6) ◽  
pp. 936-938 ◽  
Author(s):  
Siobhan Harding
Keyword(s):  
Emergency Department ◽  
Secondary Care ◽  
Evidence Base ◽  
Community Dwelling ◽  
Multiple Sources ◽  
National Guidelines ◽  
Post Discharge ◽  
Post Intervention ◽  
Quasi Experimental ◽  
The Impact

Abstract Completing comprehensive geriatric assessments (CGA) for frail patients admitted to acute hospitals has well-established benefits and is advocated by national guidelines. There is high-quality evidence demonstrating an association between inpatient CGAs and the patient being alive and community-dwelling at 12-month follow-up. However, less well-known is the effectiveness of CGAs conducted within the emergency department (ED), with the primary purpose of facilitating admission avoidance, on reducing 30-day reattendance or readmission. This commentary provides an overview of five studies that measure the impact of conducting an ED-CGA on subsequent secondary care attendance. Two randomised-controlled trials, one case-matched cohort study and two quasi-experimental pre- and post-intervention studies were reviewed. The studies reported variable success in preventing subsequent secondary care use. No studies meeting the criteria had been conducted within the UK, affecting generalisability of the findings. There is no clear evidence that conducting a CGA within ED reduced reattendances or admissions 30 days post-discharge. The existing evidence base is methodologically and clinically heterogeneous and is vulnerable to multiple sources of bias. Further research is needed to understand whether screening to identify target populations or whether increased intensity of interventions delivered improves outcomes. ED-CGA may not have a beneficial effect on cost improvement or service delivery metrics, but it may have positive outcomes that are of high importance to the patients. This warrants further study.

scholarly journals Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 23-36
Author(s):  
Frank M. Yamada
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Theological Education ◽  
Teaching And Learning ◽  
Educational Models ◽  
New Normal ◽  
Theological Schools ◽  
Teaching And Learning Strategies ◽  
Changing Demographics ◽  
The Impact

Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Development and Implementation of Curriculum Adaptation During The Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 125
Author(s):  
Muh Syauqi Malik ◽  
Sukiman Sukiman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Field Studies ◽  
Face To Face ◽  
Curriculum Adaptation ◽  
Development Teams ◽  
Research Findings ◽  
The Difference ◽  
Critical Competencies ◽  
The Impact

<p class="06IsiAbstrak">The outbreak of the Covid-19 pandemic has penetrated all people globally, including the Indonesian people who feel that the teaching and learning culture must follow health protocols. Still, the learning process must continue even though it is limited. This study aims to determine curriculum adaptation during the Covid-19 pandemic, teacher strategies, and its impact on MI Salafiyah Tajungsari and SDN Sitiluhur 02. This type of research used qualitative field studies with data sources for school principals, curriculum development teams, and teachers. Methods of data collection using observation, interviews, and documentation. Data analysis includes data reduction, data presentation, concluding, and verification. The technique of testing the validity of the data used triangulation of sources and methods. The research findings showed that MI Salafiyah Tajungsari uses an emergency curriculum with essential materials, while SDN Sitiluhur 02 uses a curriculum that simplifies critical competencies. The learning strategies used by teachers include online and offline. The difference lies offline. Offline at MI Salafiyah Tajungsari held limited face-to-face meetings, while offline at SDN Sitiluhur 02, students carried out the tasks assigned by the teacher and submitted their work to school. The impact of the adaptation curriculum has made the competency target of the school not maximally achieved.</p>

scholarly journals Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 23-36
Author(s):  
Frank M. Yamada
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Theological Education ◽  
Teaching And Learning ◽  
Educational Models ◽  
New Normal ◽  
Theological Schools ◽  
Teaching And Learning Strategies ◽  
Changing Demographics ◽  
The Impact

Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.

Bilingual learning strategies to support Chinese EAL business students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sally Ann Ashton-Hay ◽  
Geoffrey Lamberton ◽  
Yining Zhou ◽  
Tania von der Heidt
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Business Students ◽  
Strong Support ◽  
Learning System ◽  
Teaching Staff ◽  
Positive Contribution ◽  
Content Type ◽  
Bilingual Learning ◽  
The Impact

Purpose This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students. Findings The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system. Originality/value This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

Integrating E-Learning in the Teaching of English Language Classes

2019 ◽  
pp. 227-253
Author(s):  
Shimey Shawna Masters
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
Language Classes ◽  
Teachers And Students ◽  
E Learning ◽  
The Impact

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

TEXAS A&M'S OIL SPILL TRAINING ACTIVITIES—A SIXTH YEAR PERSPECTIVE

1981 ◽  
Vol 1981 (1) ◽  
pp. 93-97
Author(s):  
J. Larry Payne ◽  
Michael A. Krone ◽  
David V. Morris
Keyword(s):  
Learning Strategies ◽  
Oil Spill ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Hazardous Material ◽  
Initial Development ◽  
Audience Analysis ◽  
Teaching And Learning Strategies ◽  
Specific Teaching ◽  
Spill Control

ABSTRACT This paper will open by briefly tracing the initial development and subsequent evolution of the Texas Engineering Extension Service's (TEEX) oil spill control activities. The paper seeks to examine and evaluate the success of various phases of the activities including the basic 40-hour API Oil Spill Control Course and the newer specialized extension training programs covering oil and hazardous material spill control. Parameters of the evaluation include developmental rationale, audience analysis, educational validity, specific teaching and learning strategies, logistics and implementation, resource utilization, and program evaluation and planning strategies. Important differences and similarities between the basic 40-hour program and the spinoff extension programs are covered carefully in an attempt to provide useful data for those considering the development of similar programs. Finally, the expanded research and technical assistance of the TEEX Oil and Hazardous Material Control Training Division will be discussed briefly.

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

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