There is collaboration, communication and equal interaction amongst students and teacher instead of teacher exclusivity. The pros are that students learn important communicative and collaborate skills, directing their own learning, asking questions, independent task completion and are more motivated in the learning activities. The cons are that classrooms might often be noisy, difficulty in managing all student’s activities at once, important information or facts may be missed due to instruction not being delivered at once and preference to work alone for some students. The curriculum The central goal for instructors is to develop a curriculum that develops instructional materials and activities that promotes the maximum growth within the learners. Multidimensional area of investigation that allows the students to explore, discover and make their own choices.
Orlich et al. (1998) stated that cooperative learning helps classroom management and instruction. Cangelosi (2000) states that use of cooperative learning activities provides student engagement in lessons, helps students develop intrinsic motivation, contributes to solutions for conflicts among students, and reduces disruptive behaviors of students. Thus, he suggests that language teachers should organize cooperative learning groups to have more efficient classroom management. The study conducted by Gwyn-Paquette and Tochon (2003) has shown that teachers who include cooperative learning activities in their teaching plans have fewer classroom management
Faculty will probably be less able to offer subject-related feedback. Students may experience this as a lack of support and feel more insecure. The typical multidisciplinary project or project portfolio character implies a need for a cross-departmental and cross-program teacher and supervisor team. This raises the level of ambition to go beyond the technical systems into the socio-technical system, and can be arranged in a multitude of ways. Challenge-based learning experiences further harness the desire of many students for a sense of meaning with their education while effectively training key skills such as multidisciplinary teamwork and decision-making, advanced communication, ethics and leadership of self and others.
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.
Optimal learning occurs in an environment of intrinsic purposeful engagement through supportive instructional methods.” (Taylor and Nesheim, 2000/2001: 309) A number of research studies identify the influential role played by the learning environment in the success or otherwise of adolescents’ learning experiences. Alvermann argues that schools often fail adequately to value and make connections between the literacy concepts and skills that students bring to school and the literacy demands they encounter within the school. If students do not readily identify with or belong to the prevailing culture of the school – a culture that is manifested in things such as, choice of textbooks, the language and experience that is valued in the classroom and school – then these individuals may struggle to succeed according to what is often an apparently arbitrary set of academic assessment tasks, and expectations (Alvermann, 2001). As such, I believe that it is important to build a strong, safe, and conducive classroom environment in which all students feel able to call upon the expertise and advice of the teacher and peers. It is one of the teacher’s foremost responsibility in making the classroom environment conducive to learning.
Pedagogy, although may seem to be a simple term to most people, what constitutes “pedagogy” is actually much more complex and not easily defined as definitions of said word appears to be somewhat obscure (Cogill, 2008). However, pedagogy, in general, is a mix of knowledge and skills that is essential for successful teaching from teachers and facilitating development in students. While teacher pass down knowledge to the younger generation, students in turn learn to develop those knowledges hence, both teachers and students are at the centre of the learning process. If we dig in further and more specific into the definition of “pedagogy," Education theorist Roger Simon explains that: “Pedagogy” is a more complex and extensive term that “teaching”, referring to the integration in practice of particular curriculum content and design, classroom strategies and techniques, a time and space for the practice of those strategies and techniques, and evaluation purposes and methods… In other words, talk about pedagogy is simultaneously talk about the details of what students and others might do together and the cultural politics such practices support. (371) According to Simon’s definition, pedagogy is concerned with the fact that practice and processes should be taken into account on how knowledge is produced.
But there are some research works in the global perspectives by Zimmerman, Hiemestra, Chen and Theunissen, who had explored the issue from different perspectives. For instance, Chen has found the positive relationship between information technology and education with a positive impact on performance (Chen & Looi, 1999). Similarly, Theunissen and Stubbe also considered the self-directed learning and competencies of students and found a positive relationship in skills (Theunissen & Stubbe, 2014). But, there is a lack of documented reports and research work on the self-directed learning strategies and higher technical education
Intelligent Tutoring Systems is a type of e-learning where students can learn whenever and wherever is suitable for them. ITS is broadly defined as a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without human intervention . The problem with evaluating the e-learning systems lies in the absence of worldwide agreement on how it should be performed . The purpose of this paper is to present and judge the different models and metrics that are used in evaluating ITS. Such models as Kirckpatrick, ISO 9126 Quality, Boehm’s are considered the most common used in this respect.
Another argument in favour of Afl is that the teacher makes use of the formative assessments to enforce the intrinsic value of education to the children rather than on the extrinsic value. Also, motivate the children to polish their strong points but at the same time be focused on furnishing the skills at which they have a lower proficiency (OECD, 2008). I realised this in my teaching experience where the learning objective was the understanding of the imperative verbs. I started my lesson with a warm-up activity to identify the children’s understanding of nouns and verbs. During that activity, I realised most of the children were not sure about the concept of the noun and verb.
Literature Review Learning method has been widely researched however, there still lack of information and research regarding learning competency in learning. Defining Learning Competency and Related Concepts In general, competency in learning means the ability to interpret, to understand, to evaluate, to evaluate critically, to understand and to think rationally. This broad definition is important as it relates directly to the teaching and learning activities which helps students to acquire this competence (Biggs, 2003). Biggs (2003) also mentioned the two main methods to enhance basic