The concept of learning is changing from lecturers teaching to student learning. The assumption of this shift is based on students who are expected to improve their ability in enriching knowledge, attitudes and skills based on competencies in the curriculum. Thus, it can be said that student activeness is an indicator of meaningful learning. Meaningful learning is an approach in the management of learning systems through active learning ways toward independent learning. The ability to learn independently is the ultimate goal of meaningful learning.
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. In the learning environment, the purpose of feedback may vary but the tutor is bestowed with the responsibility to provide positive reinforcement to encourage students’ applications of learning in new environments. With feedback, both the student and tutors get to a common ground where success in learning can be quantified. Literature Review From
Students should have a good understanding of the assessment marking criteria. The design of these marking criteria involves the discussion of learning outcomes. The implementation of self-assessment involves a lot of effort, reflection and planning on behalf of the tutor. Students should be made to perceive self-assessment as a natural process in their learning. They should be actively involved in its implementation and its importance in lifelong learning.
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
Actually, the third principle focuses on the interaction of media with other activities and social contexts, which the fourth principle, the interaction between different users of media. Some of the principles are derived from the limitations of the first two approaches. The third principle addresses the first and third limitations of the uses and gratifications approach that that an individual’s use of media may be affected by external factors and that political environment does not allow existence of some better media are reflected in this approach since media’s interaction with social context such as political environment is taken into account. The last principle addresses the limitations of the second approach as it takes interaction between different readers of media into
This has led to us to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. As teachers we need to think different ways on how can we deliver our daily teaching in such a way that it empowers students through ownership of knowledge and allows for constructivist learning. I’ve noticed that in their age, cooperative learning is appropriate. Students can benefit from working with peers. Cooperative learning helps students develop the skills they will need later for education success.
Students can use the language to fulfil a real purpose, which can make students both more independent and confident. • Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. • CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. • Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other
This study will inform teachers on how they can incorporate gamified learning in teaching and learning activities thus, helping the students glued to the instruction. Teachers will be able to know the effect of specific game design elements in promoting students’ intrinsic motivation and will be able take full advantage of it in pedagogy. Proper understanding of effect of game design elements will extend teachers’ knowledge in handling students’ motivation by giving importance to the three psychological needs discussed above. One spot-on masterstroke using gamification from a teacher will give intended results in terms of performance of the
Self-regulated Learning: A Compatible Concept Husain Abdulhay University of Kashan, Iran email@example.com Abstract: Issue of self versus other is also diligently stressed and applied in education so as to put person at the helm of situation, not a pawn at the mercy of circumstances. In the same vein, this study aims to draw attention to a newly developed concept of learning which overemphasizes the role of individual learner in attunement of his thought, emotions and strategies to accelerate and escalate the extent of his acquisition. To do so, an overview of this new phenomenon known as self-regulated learning is given at first and evidence attesting to the fruitfulness and utility of such strategy is dispensed in the following.
Thus, teachers should know that the attitude of learners towards the learning process highly influence their potential to learn the language, and helps in increasing their motivation. Teachers opt to use rewards and punishments to create a good learning environment and also to gain their students’ interest towards learning English. However, rewards and punishments affect people differently depending on how they perceived them. 2.2 REWARDS System of rewards has been widely used in teaching and learning progress. (Yuan, 2012) According to Armstrong (2005), one of the most important concerns of the usage of rewards is that, it can be used to motivate people to perform better.