Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
Metacognition is a concept in psychology that refers to a variety of self-awareness process that help learners learn better. It grew out of the developments over the past few decades of cognitive models of learning. This paper will present a brief overview of these models and discuss their main features. It begins with a discussion of behavioristic models of learning, will go on with a discussion of cognitive learning models and will end in an elaboration of constructivist, humanistic and social interactionist models of human learning. It will then link these learning models to language learning and discuss how they can be applied to help language learners achieve language competence.
This paper presents the central ideas of a grounded theory research by the name of Triarchy Perspective on Metacognitive Learning in Free Online Groups, or “TriP on MetaL-FrOG” for short. The research setting was online learner community on the platform of Free Online Group web (FrOG) intended for post-graduate students. The research examined the phenomenon of learning engagement through FrOG portals. It was concluded that three factors contributed to MetaL-FrOG: Motivation, Cognitive Resources and Pro-learning Behaviors. Further analysis revealed these three components to be desired learning outcomes themselves.
The present study illuminates the efficacy of self-regulated learning in learning psychology at Master of Education level in Bharathiar University,Coimbatore. Experimental method was adopted for the study. Qualitative and quantitative approach was adopted in the study. Twenty seven students were studying at M.Ed in Bharathiar University were involved as subjects for the study. Researcher self-made Achievement tests were used as tools for the study and validity and reliability were well established for the two tools. Descriptive and inferential statistics were used for the study. Single group Experimental method was followed in the study. After constructing an achievement test based on blue print, a pre-test was administered towards the 27 students and evaluated the answer scripts. The following Framed Activities were given to the students. Acivity1.Topic given and collect the information from the internet. Activity 2. Collecting information from the library. Activity 3.Searching the information related to the topic from given package. Activity 4. Collecting information on the topic from attending seminar. After involving the above mentioned activities, students were tested by using another achievement test which was considered as a post-test for the study. In the pre-test, students scored only 34 percentage of marks in lecture method but in self-regulated learning students scored 78 percentage of marks. It proves the efficacy of Self-regulated Learning is more effective by using self-activated activities. There is a significant difference in achievement mean score between pre-test and post-test in learning psychology. Self-regulated learning is more effective than lecture method in learning psychology at Master of Education in Bharathiar University,Coimbatore. Suggestions: the self regulated method may be implemented in Higher Education to revamp the quality of the learners.
This paper puts forward a series of theoretical underpinnings and design considerations for embodying emotional and aesthetic aspects of virtual (reality) learning environments (VLEs) in support of ubiquitous teaching, studying and learning. The authors assert that a VLE should be considered an interactive and sensation-producing affordances and instruments, as well as a mediator of communication and learning. Furthermore, a VLE should be valued as a tool for emotional and socio-structural mediation, as well as for the psycho-social regulation and control over the communication situation that the environment makes possible by allowing users to regulate psycho-social distances.
Researchers in studying and learning have too often neglected emotional and aesthetic factors, especially in the context of network-based learning environments. These factors are examined here in terms of seven levels of observation forming a continuum from the individual subconscious/conscious interpersonal level to the social, cultural, cross- and transcultural levels. The continuum is mapped onto learning architectures, offering a greater understanding of their value as starting points and design considerations for VLEs in regulating learning. The most critical issue is to take into account the users — the human individual(s) — and the social nature(s) of using the technologies involved.
This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city.The research was true- experimental in nature. The research design followed by researcher is The Pre-test - Post test Equivalent groups Deign. The software used for CAI group was basically the combination of Discovery environment and simulation soft wares, however, the time for drilling and practice was given to student. It was designed to cover all the levels of cognitive domain described by B. S. Blooms . A question paper containing 30 multiple choice test items was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student.
This paper is a instrumental case study of an alternative assessment method, using a tool called ELM (Eye Light Monitor). ELM proposes a way to keep a finger on the pulse of every child, being attentive to emerging transitions in various parameters of his/her wellbeing that might affect his/her classroom behaviour and work, and might assist in identifying problems before they become a deeper problem. The case study presented in this paper presents a visual method of weekly communication between a teacher and his students along a list of five to six criteria representing the student’s wellbeing. The visual representation provides the teacher with an efficient method for identifying developing individual difficulties that requires intervention or general trends in classroom atmospheric changes.