Abstract

How learners learn to take responsibility for their own learning remains a challenge for educators. One concept that has not been widely considered that we propose is an important requirement in successful independent learning is the concept of Gumption (Pirsig, 1974). Gumption is all about initiative and creativity, zeal and vigour — the practical application of applied intelligence. In this paper we extend Pirsig’s conception of Gumption (the “psychic gasoline”, 1974:273) to the enlightenment of those who connects with quality. We conceive of learners who are filled with gumption to be skilled at and highly aware of their sagacity, resourcefulness and foresight. Discussion will culminate in a model of teaching episode that fosters gumption. Implications of the approach for practice are also considered.

Abstract

Assisting students with written work continues to be a challenging task for today’s teachers. Outlining represents a relevant instructional technique to help students develop self-regulated writing skills and promote higher order thinking. The author shares writing advice that can be used by teachers working in traditional face-to-face environments and those facilitating online learning courses.

Abstract

Through this article, the significance of motivation, whether extrinsic or intrinsic in the teaching and learning process is focused. Various simple methods to enhance motivation among students are highlighted in an effort towards quality teaching and inculcating a love for learning.

Abstract

Learners at primary level had learning impediments in divisions of mathematics, which was eliminated by a student mentor’s kind approach, conducive motivation, spot guidance, friendly facilitation and guidance to achieve required competency. Hence the student mentor can motivate the learners to achieve the expected learning outcomes in stipulated period. The action research justifies a student mentor motivates the learners to error-free application of fundamentals of division in mathematics.

Abstract

So far INDIAN education has been progressing on the blackboard front, and less commitment towards mentoring and building the overall capabilities of student, today what ever is the course, it has become essential for teachers to have an additional role as mentors. There has been various role models in the past, who have achieved greater success in their teaching profession.

Abstract

A class of unmotivated inner city secondary school children were introduced to an innovative, new, dedicated physical environment where computers and multimedia software were seamlessly integrated and which was served by a socio constructivist learning pedagogy. In this environment they were taught English as prescribed in the UK national curriculum. Success for the learners was demonstrated by unexpected levels of exam results and motivation was enhanced as demonstrated by student comments, raised levels of self esteem, ability to complete tasks and increased effort.

Abstract

The mail purpose of this qualitative research is to find out Turkish K12 teachers’ intentions toward New Communication Technologies (NCTs) that they redesign and revolutionize their new roles in these new interactive milieus carefully. In this study, the K12 teachers’ intentions are indications of their readiness and immediate antecedent of behaviors to utilize NCTs in the classrooms. Therefore, the Theory of Planned Behavior (TpB) is chosen to expose their intentions toward these cutting-edge technologies. Based on the main purpose of the research, there are three main research concerns: 1) the Behavioral Beliefs of Turkish K12 teachers toward NCTs; 2) the Normative Beliefs of Turkish K12 teachers toward NCTs, and 3) the Control Beliefs of Turkish K12 teachers toward NCTs?

Abstract

Tutorial is one of the student support services often provided by open and distance teaching institutions. These are regularly scheduled meetings between a tutor and his/here students which may include individual consultation sessions, either face-to-face or through telephone; a more formal ‘lecture format’; optimal participation in small groups in student centers; self-initiated and organized discussions with fellow students or even voluntary or obligatory participation in seminars.

As active participants in the learning process, students affect the manner in which they deal with the materials to be learned. Students must take an active role in the distance delivered course by independently taking responsibility for their learning. In open and distance learning, there is great emphasis on the ability to learn and to continue independently and autonomously, to communicate to others deliberately and on a differentiated basis, to collaborate with others in group, to show social sensitiveness, to accept social responsibility, to be ready and willing to be flexible and to have experience of flexibility (Peters, 2002).

Likewise, effective open and distance learning requires both knowledge of learner styles and advanced preparation on the part of the teacher. The teacher, subject facilitator, or tutor has a responsibility to provide students with a variety of opportunities from which they can attain their educational goals. Furthermore, if he chooses open and distance education as a medium, then the responsibility also includes full understanding the challenges the students experience in their studies and developing methods to help them succeed. One of this is the provision of an effective tutorial system. Just like many other open and distance education institutions, the Polytechnic University of the Philippines Open University believes that tutorials should be participatory events, not only straight lectures.

This study was conducted to determine the expectations and preferred approaches on tutorials of the Master in Educational Management students of the PUP Open University during Summer of School Year 2004. The entire population from the three (3) Metro Manila learning centers was considered for this study. Of the one hundred eight-one (181) students enrolled during the period, one hundred and forty-three (143) accomplished and returned the questionnaire. In view of the nature of the research problem, this investigation used the descriptive method, employing the questionnaire and interview as data gathering tools. The survey instrument focused on the personal profile of the respondents, their attendance in tutorials, reasons for attending or not attending tutorials, as well their expectations and preferred approaches in tutorials.

Abstract

This paper examines the effects of teaching and learning strategies on mathematics achievement among eighth grade students in Malaysia using data from the Third International Mathematics and Science Study (TIMSS) 1999. Factor analysis is used to separate the twenty-five teaching and learning practices into three main factors namely, instructional practices, interactive activities and use of technology. The result of the regression analysis suggests that these factors have significant influence on students’ achievement in Mathematics.