scholarly journals INVESTIGATING THE USE ACTION LEARNING APPROACHES IN CIVIL ENGINEERING AND CONSTRUCTION STUDIES: A CASE OF SKILLS CENTRE

2021 ◽  
Author(s):  
Khojane Geoffrey Mokhothu ◽  
◽  
Charles S. Masoabi ◽  
Alfred H. Makura ◽  
◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Civil Engineering ◽  
Action Learning ◽  
Structured Interview ◽  
Learning Approaches ◽  
Face To Face ◽  
Males And Females ◽  
Short Education ◽  
Method Approach

Civil Engineering and Construction studies are the study fields that embraces practical and theory. While action learning approaches is encompassed with a myriad of teaching and learning methods to closed the deficits. The research aims to investigate the use of action learning approaches in Civil engineering and Construction studies. while the objective of the research is to assess the extent to which action learning approaches is employed in teaching practical and content knowledge in Civil Engineering and Construction studies. The research used a mixed-method approach comprising quantitative and qualitative methodology to collect data. Questionnaire and face to face semi-structured interview were used as the tools to gather data. Participants were all 10 lecturers and assistance lecturers, males and females from different culture, age and race. Findings of the research revealed that lecturers are using action learning approaches unaware. The research, suggests that all lecturer at the skills centres should be afforded opportunities to attend facilitations and assessor courses or Universities of Technology should develop a short education methodology for them of which it will equip their teaching and learning skills.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

Aplikasi Gaya Pengajaran dan Pembelajaran Aktif dalam Subjek Kemahiran Dinamika bagi Merealisasikan Pendidikan Abad ke-21

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Asmawati Mohamad Ali ◽  
Norizal Abdul Karim@SAB ◽  
Anita Mohamed ◽  
Noraihan Ismail
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Public Speaking ◽  
Structured Interview ◽  
Learning Outcome ◽  
Learning Session ◽  
Generic Skills ◽  
Interview Session ◽  
Learning Concept

Suitability of determining the approach, methods, techniques and strategies that are being applied in teaching and learning session is closely related to curriculum implementer. Academic lecturers not only determine the design and development of elements contained in the subjects but also they act as the assessor and examiner of the learning outcome. The implementation of active learning is one of the elements in 21st Century Learning concept. This research used qualitative methodology with interviews and observation among matriculation students.  The data of semi-structured interview were analysed in verbatim while the observation is being done using checklist form. Generally, the finding of this study shows that active learning activities are suitable to be applied especially in etiquette practical at the dining table, event organization, interview session and public speaking. The learning outcome of these activities was also assessed to develop generic skills from students’ and lecturers’ perspective. 

scholarly journals Reflexiones sobre la enseñanza - aprendizaje de lenguas extranjeras en la carrera de Ingeniería Civil

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Jaime Walter Cañarte Ávila ◽  
Ned Quevedo Arnaiz ◽  
Nemis García Arias
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Civil Engineering ◽  
Communicative Competence ◽  
Methodological Approach ◽  
Research Work ◽  
Interdisciplinary Approach ◽  
Oral Communication ◽  
Face To Face ◽  
The Face

Este trabajo investigativo tiene como objetivo reflexionar el tratamiento que se le da a la formación y desarrollo de la competencia comunicativa oral en las condiciones actuales en que se emplean modalidades que combinan lo tutorial y lo presencial en la enseñanza aprendizaje del inglés para la carrera de Ingeniería Civil en el Ecuador, mediante métodos de análisis y síntesis y el análisis de documentos se reflexiona desde posiciones flexibles las posibilidades  de  desarrollo  que  esa  combinación  entre  las  realidades  presenciales  y  las virtuales ofrecen para el aprendizaje del inglés como lengua extranjera en la formación del profesional..  De  ahí  que  el  problema  es  el  restringido  tratamiento  metodológico  en  la enseñanza   aprendizaje   del   inglés   que   obstaculiza   el   desarrollo   de   la   competencia comunicativa oral para la Ingeniería Civil. Su campo de Acción el   Tratamiento a la competencia comunicativa oral del inglés en la modalidad combinada, tutorial y presencial. Se argumenta la importancia  del protagonismo del estudiante como indicador de calidad del aprendizaje, que incluye a su vez atención a la diversidad educativa.  Criterios que parten de los postulados del enfoque histórico cultural de L. S. Vygotsky, que sirven de guía para realizar propuestas que combinen lo presencial y lo tutorial en la enseñanza y el aprendizaje. Se precisa garantizar la formación y desarrollo de  actitudes y valores, y la apropiación de conocimientos y habilidades, comunes y específicos del estudiante, desde el Inglés, como expresión de un enfoque interdisciplinario.  Palabras claves: proceso de enseñanza aprendizaje, formación del profesional, competencia comunicativa en inglés, modalidad presencial y tutorial Reflections on the teaching - learning of foreign languages in Civil Engineering    Abstract This research work aims at reflecting the treatment given to the formation and development of oral communicative competence under current conditions in which tutorial guidance and face- to-face guidance combine in the learning of English for the Civil Engineering Major. By the using methods of analysis and synthesis and analysis of documents from flexible positions, it is  reflected  the  development  possibilities  that  combination  between  the  face-to-face  and virtual realities offer for English learning as a foreign language in the professional. Hence that the problem of the research is restricted methodological approach in the learning of English that hinders the development of oral communication skills for Civil Engineering. Its field of action is the treatment of oral communicative competence in English combined, face- to- face and tutorial guidances, in Civil Engineering. The importance of student leadership as a quality indicator of learning, which in turn includes attention to educational diversity is argued. Criteria are based on the principles of cultural historical approach to L S Vygotsky, that guide to make proposals that combine the face-to- face   and tutorial guidances, in teaching and learning.It is necessary to ensure the training and development of attitudes and values, and the appropriation of knowledge and skills, common and specific of the student from the English, as an expression of an interdisciplinary approach.  Keywords: teaching and learning process, professional training, communicative competence in English, face-to- face , tutorial guidances

scholarly journals Strategies in Online Speaking Classroom in the Time of Covid-19: A Descriptive Study at Tertiary Level

2021 ◽  
Vol 5 (2) ◽  
pp. 259
Author(s):  
Zelvia Liska Afriani ◽  
Valisneria Utami
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Structured Interview ◽  
Teaching Staff ◽  
Tertiary Level ◽  
Face To Face ◽  
Descriptive Research ◽  
Mobile Phone Applications ◽  
Face To Face Learning ◽  
Speaking Skills

Recently, the Covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. This study aims to analyze the strategies applied by teachers at the tertiary level in the time of Covid-19. The researchers employed a descriptive research design conducted in one of the Islamic universities at Bengkulu. The subjects were two English as a foreign language (EFL) teaching staff who taught speaking skills at the beginner level. The data was obtained through a semi-structured interview. The observation was also done during one semester, where the researchers took part in the online classrooms. After the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. The findings revealed that the English teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. The strategies are lecturing, role-play, online group discussion, simulation, and drilling. They are blended with WhatsApp Group, Google Classroom, Zoom, and Instagram. Even though the learning process can be managed in this pandemic, face-to-face learning is still favorable.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

scholarly journals Upgrading Quality of Learning with E-Learning System

2021 ◽  
Author(s):  
G.K. Kassymova ◽  
◽  
F.R. Vafazov ◽  
F.D. Pertiwi ◽  
A.I. Akhmetova ◽  
...  
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Learning System ◽  
The Internet ◽  
Learning Approaches ◽  
Face To Face ◽  
Community Activities ◽  
Emerging Issues ◽  
E Learning ◽  
Brain Based Learning

This article studies different ways of learning. Behavioral, cognitive, constructivist learning, multiple learning styles, e-learning, and brain-based learning are interrelated with each other and teachers should ensure that all students should be involved in all types of learning styles to get learning outcomes. The Covid-19 pandemic has forced governments around the world to implement policies to limit face-to-face meetings with community activities. This makes community activities carried out virtually. It also happens in the education system, teaching and learning activities which are usually carried out in classes face to face, this time has to use the internet as a learning medium. E-learning environments create lessons interactive. Knowledge is integrated from many different sources when students are learning something. The result of this study by analyzed ways of learning is five learning approaches. The stages of learning approaches are student to be active, engaged in the learning process, increase previous knowledge, explore the situation, and be motivated. Nevertheless, the use of the internet for learning or e-learning also cannot be separated from various deficiency and emerging issues within the higher education context.

scholarly journals Collaborative Learning Tools for Constructive Learning in Maldives Collaborative

2020 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Ibrahim Adam ◽  
Vimala Perumal
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Learning Tools ◽  
Student Centered ◽  
Student Work ◽  
Constructive Learning ◽  
Face To Face ◽  
Geographically Distributed ◽  
Collaborative Learning Tools

Collaborative student work has taken a stronghold in higher educational contexts due to the paradigm shift from instructor-centered to student-centered teaching and learning. Instructor roles have shifted towards facilitation and students have become more active in their learning, creating and sharing knowledge within their social groups. The availability of online tools enabling peer collaboration has been the main driving force behind this progress. These online collaborative learning environments have been particularly useful for geographically distributed learners with limited opportunities for face-to-face collaboration. With the evidence from literature, this has proven to be applicable to Maldives, with its unique geography of 1190 islands distributed over 20 atolls, with students across the country in executing constructive learning approaches in Maldives.

scholarly journals The Use of Blended Learning Approach In EFL Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 1165-1168
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Information Communication ◽  
Face To Face ◽  
Component Integration ◽  
Learning Platform ◽  
Traditional Language

The 21ST century education is a revolution that encounters the use of ICT (Information Communication Technology) as a component tool of education aligned with the contexts of teaching and learning. It is widely used in every surface of education particularly in teaching and learning EFL (English as a Foreign Language). When it comes to EFL education, traditional language teaching methodologies are intensively substituted with the new technological-integrated approaches. Currently, blended learning is used as an applicable approach and EFL education is surrounded by its features. It has really restructured the educational context and has paved the way for effective EFL practices. In fact, blended learning cooperates EFL educators a variety of interactive language activities while it is double component, integration of face-to-face education and technology-generated approaches. Therefore, this article investigates the use of blended learning approach in EFL education and undertakes an in-depth review of literatures, practices, and authentic enhancements of blended learning in the context of EFL education. The study enriches creative ideas toward the use of blended learning approaches in EFL classrooms. It indicates that blended learning approach provides a flexible language learning platform, endorse academic achievements of the learners, and influences EFL education.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

scholarly journals Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

2021 ◽  
Vol 10 (2) ◽  
pp. 163-171
Author(s):  
Entika Fani Prastikawati
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Formative Assessments ◽  
Assessment Process ◽  
Teaching Practicum ◽  
Face To Face ◽  
Integration Of Technology ◽  
Efl Teachers ◽  
Online Assessments

The spread of the pandemic COVID-19 has made many changes in educational policy such as the assessment in English teaching and learning process. The process and procedures in the assessment need to be adjusted from face-to-face assessment into blended and online assessments. Not only English teachers, pre-service EFL teachers are also required to be ready and adapt to the changes quickly. To adapt it, the integration of technology in the assessment process has been examined. However, the involvement of technology in the area of formative assessment remains underexplored, particularly in the teaching practicum conducted by pre service EFL teachers. The present study is trying to fill the gaps by investigating pre-service EFL teachers’ perception on technology-based formative assessment which is implemented in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likertscale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL teachers who agreed and volunteered to be in a semi-structured interview. The findings show that the involvement of technology in formative assessment is perceived positively by pre-service EFL teachers in their teaching practicum during the pandemic COVID-19. They confess that technology has played its practical role in helping them assess their students. Further, the implementation of technology-based formative assessments promotes the students’ performance.

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