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Article
Publication date: 1 February 2005

Mai Neo

The purpose of this paper is to study the impact of a web‐based constructivist learning environment, which was developed based on a course given to students in the Faculty…

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Abstract

Purpose

The purpose of this paper is to study the impact of a web‐based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning.

Design/methodology/approach

In this paper, a web‐based multimedia‐mediated project was developed based on an Internet Applications course where students were taught to use specific web authoring tools to solve a web‐related problem. The mode of learning was geared towards a student‐centred, constructivist learning perspective where students were active learners, worked in a group environment and constructed knowledge and understanding in their learning process. An online survey was given to the students to assess their reactions towards this learning environment.

Findings

The results obtained were positive and satisfactory. In this learning process, students were able to understand the problem, work collaboratively, construct their own solutions, and determine their own learning outcomes. Feedback on the online survey provided further support of the students' positive attitudes towards this learning environment.

Research limitations/implications

The implications of this research study are that students found that the web‐based learning environment allowed them to be more active participants in their learning process, increasing their critical and creative thinking skills as well as improving their problem‐solving skills. They learned “how to learn” and developed several learning skills such as communication, teamwork, collaboration and presentation, as well as achieving ownership of these learning outcomes. The use of multimedia‐ and web‐based tools for their project allowed them to be innovative in their presentations, making the project more fun for them.

Practical implications

This research provides educators with an innovative approach to teaching with technology, and students with a more effective learning environment.

Originality/value

This paper fulfils Malaysia's MSC initiative to include ICT in the classroom teaching environment and to focus on learner‐centred teaching and learning strategies. This constructivist‐based learning environment also enabled students to build their problem‐solving and collaborative skills as well as their creative and critical thinking abilities in order to meet the rising demands of twenty‐first century organisations.

Details

Campus-Wide Information Systems, vol. 22 no. 1
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 1 February 2000

Ann R.J. Briggs

Reports on project work in six further education colleges in central England, supported by funding from the Further Educational Development Agency as part of its inclusive…

1678

Abstract

Reports on project work in six further education colleges in central England, supported by funding from the Further Educational Development Agency as part of its inclusive learning initiative. The project team investigated a range of materials for student analysis of learning styles, carried out a trial of chosen materials with class groups across a range of vocational subjects, and evaluated the usefulness of the materials to both students and lecturers. The outcomes of the project are analysed and set within the context of current developments in post‐16 education. A follow‐up study at one of the colleges is presented, and the implications of the project as a whole for college management are considered.

Details

Education + Training, vol. 42 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 December 2000

James Poon Teng Fatt

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly…

4747

Abstract

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly covers previous findings in this area. Looks at different types of thinking before covering how to assess learning styles using a questionnaire. Provides some implications for educators and looks at the design of assignments which can be tailored in different ways depending upon the findings.

Details

International Journal of Sociology and Social Policy, vol. 20 no. 11/12
Type: Research Article
ISSN: 0144-333X

Keywords

Article
Publication date: 4 July 2016

Staffan Schedin and Osama A.B. Hassan

The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to…

Abstract

Purpose

The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to Conceiving-Designing-Implementing-Operating standards 7 (Integrated Learning Experiences) and 8 (Active Learning). Moreover, it is discussed the role of cultural-social perspective and peer learning in enhancing the developed learning model from a pedagogical point of view.

Design/methodology/approach

The model is based on an organized collaboration with the industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period. In the model, company-based projects are integrated with some of the study program courses. Moreover, the participating students are given a possibility to perform their final thesis at the chosen company.

Findings

A number of positive effects have been observed and documented as follows: first, the integrated learning improves the learning process for the students, where learning, knowledge and practice are integrated into the engineering curricula; second, the general quality of the study programs in the faculty has been developed and improved based on the professional skills as required by modern industrial companies; and third, the obtained advantage for the industrial partners has been to establish professional contacts with the students as well as the possibility to be acquainted with potential future employees.

Research limitations/implications

The feedback the authors received so far from the industrial partners has been positive. A detailed evaluation will be made at a later stage when more information is available.

Practical implications

The developed learning model supports the expected learning outcomes, especially with regard to interpersonal skills, teamwork and communication. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer periods. The authors consider this collaboration as a “win-win situation” for the three parties involved in the learning model: the students, the university/faculty and the industrial partners.

Originality/value

Case study based on observations and evaluation of a developed learning model.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 22 October 2018

Zamzami Zainuddin and Corinne Jacqueline Perera

This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom…

Abstract

Purpose

This paper aims to examine the impact of the learning management system (LMS), in promoting students’ self-directed experiential learning using the flipped classroom approach. This study further evaluates the effectiveness of integrating video lectures, perceived as a social interface, for students to watch, prior to their class session conducted in class.

Design/methodology/approach

This is a case study that investigated a group of undergraduate students of English as a foreign language (EFL) to identify the impact of the LMS TES BlendSpace in fostering their self-directed learning capacity, using a flipped classroom approach. Data were gathered through a qualitative approach from student interviews and observations of student activities and video-recordings uploaded on TES BlendSpace.

Findings

Flipped classrooms have begun to redesign learning spaces and promote active learning through video-enabled instructional practices. This study provides an overview of flipped classrooms and the benefits students’ gain from the wealth of online content posted on the LMS. The flipped classroom model has clearly shifted the learning paradigm, enabling students the autonomy of their self-directed learning pace and to become acquainted with the currency of video lectures that promote efficacious learning. This study concludes with implications for further research in this area.

Originality/value

This study has the potential to contribute towards the advancement of students’ self-directed learning and proposes its continued application for future EFL classes in this institution, as well as across all courses, to enable self-direction for all students.

Details

On the Horizon, vol. 26 no. 4
Type: Research Article
ISSN: 1074-8121

Keywords

Article
Publication date: 1 July 2004

William A. Drago and Richard J. Wagner

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students

13700

Abstract

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students. This study investigates the four physiological learning styles of visual, aural, read‐write and kinesthetic as they apply to online education. Findings suggest that online students are more likely to have stronger visual and read‐write learning styles. Further, read‐write learners and students that were strong across all four learning styles were likely to evaluate course effectiveness lower than other students while aural/readwrite learners and students that were not strong on any learning style were more likely to evaluate course effectiveness higher than other students.

Details

Management Research News, vol. 27 no. 7
Type: Research Article
ISSN: 0140-9174

Keywords

Article
Publication date: 2 September 2014

Osama A.B. Hassan

The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The…

Abstract

Purpose

The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models.

Design/methodology/approach

It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course.

Findings

The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment.

Research limitations/implications

The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models.

Practical implications

The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning.

Social implications

Increase the effectiveness of learning in engineering education.

Originality/value

Case study based on observation and planning.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 4 April 2008

Kirsti Hulkari and Seija Mahlamäki‐Kultanen

The purpose of this paper is to investigate evidence for the use of web discussion in the assessment of work‐based learning in practical nurse education. The paper seeks…

1889

Abstract

Purpose

The purpose of this paper is to investigate evidence for the use of web discussion in the assessment of work‐based learning in practical nurse education. The paper seeks to investigate what kind of conclusions can be drawn from the studentslearning and learning processes, especially from their ability to reflect by analysing web discussions.

Design/methodology/approach

The data were gathered in an action research project in a vocational secondary level institution. The data consists of 26 web discussions among student groups and their teachers' qualitative, evaluative reports, 26 altogether. The data were coded inductively with the NVivo 1.3 qualitative data analysis software. The analysis followed the principles of hierarchical coding. The purpose was to study how the processes of vocational growth, learning and reflection can be detected in the web discussion.

Findings

The paper finds that web discussion provides valuable information about the learning processes of students. It is a valid measure for the ability to reflective thinking and a useful method to develop reflection skills. Web discussion is feasible, but not an adequate assessment form of work‐based learning all alone. It serves best the assessment needs of the final phases of studying.

Research limitations/implications

The research was conducted in practical nurse education where communication and reflection are critical. More detailed research is needed from other vocational sectors.

Practical implications

The research findings suggest the use of web discussion as one valuable solution for the assessment of students’ competence gained through work‐based learning.

Originality/value

The paper is based on original data.

Details

Journal of Workplace Learning, vol. 20 no. 3
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 6 November 2009

Judith McNamara and Catherine Brown

The purpose of this paper is to examine how online discussion can be used in work‐integrated learning as a vehicle for students to demonstrate their learning in the…

1227

Abstract

Purpose

The purpose of this paper is to examine how online discussion can be used in work‐integrated learning as a vehicle for students to demonstrate their learning in the workplace and to facilitate collaborative learning where face‐to‐face classes are not feasible.

Design/methodology/approach

The paper evaluates the use of assessable online discussion in facilitating collaborative learning and scaffolding reflection in work placement subjects. It reviews the literature regarding the use of online discussion, particularly for work placement subjects, and evaluates the use of an online discussion forum in a case study subject in the Queensland University of Technology (QUT) undergraduate law course.

Findings

The paper suggests that assessable online discussion forums are appropriate to facilitate student collaboration and collaborative learning in work placement subjects.

Originality/value

The paper is original in its examination of the assessment of online discussion in a work‐integrated learning context.

Details

Campus-Wide Information Systems, vol. 26 no. 5
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 3 October 2018

Maxwell Okwudili Ede and Uwakwe Okereke Igbokwe

The purpose of this paper is fivefold: to identify the various results of previous empirical studies on the effect of mastery learning and students achievement in Nigeria…

Abstract

Purpose

The purpose of this paper is fivefold: to identify the various results of previous empirical studies on the effect of mastery learning and students achievement in Nigeria schools; determine the effect size for each of the studies examined; determine the mean effect size of the overall studies examined; find out the mean effect size of studies that examined the effect of gender on academic achievement in mastery learning strategy; and determine the mean effect size of studies that examined the effect of school locations on academic achievements using mastery learning strategy.

Design/methodology/approach

This study adopted survey research design using the ex post facto procedure. This study being meta-analytical used already existing data (research results). The sample of research reports included both published and unpublished research reports on the effects of mastery learning on students’ academic achievements in Nigeria between 1980 and 2016. The study adopted a purposive sampling technique in selecting the sample. This was to ensure that studies: were centered on mastery learning and students’ academic achievements; were carried out in Nigeria; appeared in published and unpublished literature between 1980 and 2016; have the statistical values of the research results of each independent variable to be considered (e.g. t-test values, χ2 values and correlation values).

Findings

The study revealed that the mean effect size for all the studies was 0.536, indicating a positive mean effect size. The strategy, thus, has a significant effect on students’ achievements. School location, also, did not mediate in the use of the strategy.

Practical implications

Based on the findings of this study, the following recommendations were made: teachers should use this teaching strategy to enhance students’ achievements in difficult concepts in different subject areas. Since the result of this study has shown that the strategy has positive and large effect size, government and school proprietors should, with the collaboration of higher institutions concerned with teacher education, endeavor to organize seminars and workshops to serving teachers to enable them embrace effectively the principles and processes of implementing the strategy in the classroom. Since the result of this study has established the size of the effect of mastery learning strategy on the academic achievements, subsequent researchers should no longer direct their efforts in determining its effects on academic achievements but on the ways of improving the use of the strategy in teaching at all levels of education.

Originality/value

Available literature has shown that though most previous research findings revealed that mastery learning approach has an effect on academic achievements of students, no efforts have been made toward resolving the inconsistencies of those results by integrating them and establishing the extent of the effect of the strategy on academic achievements. This study, therefore, was designed to fill these gaps created by the non-existence of integrated studies on effects of mastery learning and academic achievements of students in Nigerian schools.

Details

Journal of Applied Research in Higher Education, vol. 10 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

1 – 10 of over 96000