Search results for "Cooperative Learning"
showing 10 items of 115 documents
‘Ain't nothin' like the real thing’. Motivation and study processes on a work-based project course in information systems design
2007
Background. Advocates of the project method claim that project-based learning inspires student learning. However, it has been claimed that project-based learning environments demand quite a bit of self-regulation on the part of the learner. Aims. Consequently, it was tested whether students scoring low in self-regulation of learning experienced ‘friction’, an incompatibility between student self-regulation and the demands posed by the learning environment. This would be manifest in cognitive processing and motivation. Samples. The target group consisted of 58 mainly third-year Finnish university students taking a mandatory project course in information systems design. During the project cou…
Identifying the Unknown Content of an Ancient Egyptian Sealed Alabaster Vase from Kha and Merit’s Tomb Using Multiple Techniques and Multicomponent S…
2020
This article highlights the multianalytical study of exuded liquid from an ancient Egyptian sealed alabaster vase by Master's students in an applied chemistry for cultural heritage course. Master students are introduced to the field of Archaeometry that see the collaboration of experts in different areas of research such as conservators, curators of museums, physicists, chemists, etc. The sample is a residue exuded on the linen strip sealing an ancient Egyptian alabaster vase (inventory number S.8448) from the collection of the Museo Egizio in Turin (Italy). The students start to plan the noninvasive investigation by X-ray fluorescence (XRF), transmission electron microscopy (TEM), and ener…
NAVIGAZIONE WEB CONDIVISA ED E-CONFERENCE COME STRUMENTI DI APPRENDIMENTO
2009
La ricerca riguarda una sperimentazione, nell’ambito di percorsi universitari in blended e-learning che ha come obiettivo l’individuazione di buone pratiche a sostegno di percorsi di apprendimento in settori specialistici che richiedono un’interazione più assidua e diretta tra studenti e docenti /tutor. Alcuni autori affermano che le capacità di comunicazione asincrona della rete facilitano esperienze di apprendimento contemporaneamente indipendenti e collaborative (cfr. Garrison e Kanuka, 2004). Nella comunicazione via web forum si sviluppano discussioni, si intessono relazioni, ci si confronta sui vari temi, si scambiano opinioni, avendo in genere sufficiente tempo per trattare i vari arg…
Investigación en el aula: evaluación de la metodología de aprendizaje basado en problemas en la asignatura de Corrosión
2020
[ES] La metodología de Aprendizaje Basado en Problemas (ABP) se introdujo por primera vez en un curso de Corrosión del Master de Ingeniería Química de la Universitat Politècnica de València, durante el curso 2018-2019. Se diseñaron y presentaron diferentes problemas relacionados con todos estos conceptos como metodología de aprendizaje basado en problemas. Para evaluar el empleo de este tipo de metodología activa se plantea la elaboración de una encuesta a los estudiantes de manera anónima e individual y la realización de una matriz de escenarios presentes y futuros para la asignatura de forma grupal. Es importante señalar que a pesar de que para muchos de los estudiantes (67%) esta era la …
Adaptive and Generative Learning: Implications from Complexity Theories
2008
One of the most important classical typologies within the organizational learning literature is the distinction between adaptive and generative learning. However, the processes of these types of learning, particularly the latter, have not been widely analyzed and incorporated into the organizational learning process. This paper puts forward a new understanding of adaptive and generative learning within organizations, grounded in some ideas from complexity theories: mainly self-organization and implicate order. Adaptive learning involves any improvement or development of the explicate order through a process of self-organization. Self-organization is a self-referential process characterized …
The Patras blended strategy model for deep and meaningful learning in quality life-long distance education
2019
Life‑long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to t…
Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions
2019
To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service te…
Students’ accounts of their participation in an intensive long-term learning community
2005
Collaborative learning environments have been analysed extensively, yet we know relatively little about how students experience their participation in long-term learning communities where learners work together over extended periods of time. This study aims to understand pre-service teacher–students’ experiences and accounts of their participation in a university-based long-term learning community. The study investigates issues of change and stability, with respect to the students’ perceptions of participation over the first 2 years of their work within the learning community. The study also addresses the relations between the students’ accounts of participation and their learning experienc…
COLLABORATION BETWEEN CHILDREN, FAMILY AND TEACHERS, IN PROMOTING CHILD’S LEARNING SKILLS
2016
Partnership between teacher and parents forms understanding about mutual communication and the benefits for learning process out of that. Teacher’s observations points to a different understanding on the collaboration with children as a successive process in setting and achieving learning goals. The aim of the article is to reveal how to turn the initiative to involve in preschool learning process expressed by family, into planned engagement in learning process. Daily activities planned by teacher turns parents into educators and involves whole family into initiative fostering project, which strengthens overall partnership between teacher, child and family.
Encouraging blended learning and ICT use at Universitat de València to improve the learning process with the .LRN platform
2007
The Universitat de Valencia, one of the largest, oldest and most varied in Spain, concerned about the efficiency of the learning processes in the context of the convergence process towards the Higher Education European Space, has conducted educative innovation experiences in several degrees, diversifying learning activities.Interested in enhancing traditional classroom learning by use of ICT (with progressive blended learning introduction) has established a learning management system to enhance the learning and communication processes for the whole university. The overall goal was to build skills in ICT use in order to improve learning process quality and student participation.This paper de…