Journal articles: 'Teaching and learning processes'

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Bunkers, Sandra Schmidt, and Mary J. Isaacson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 2 (April 2001): 115–19. http://dx.doi.org/10.1177/08943180122108292.

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Bunkers, Sandra Schmidt, and Margot L. Nelson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 3 (July 2001): 199–204. http://dx.doi.org/10.1177/08943180122108436.

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Liantoni, Febri, Rachman Arief, and Nanang Fakhrur Rozi. "Improving Learning Processes With Online Teaching." SPIRIT OF SOCIETY JOURNAL 2, no. 2 (March 30, 2019): 101–6. http://dx.doi.org/10.29138/scj.v2i2.665.

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Institutions of higher education do not only act as media for the educational process but must also become learning organizations. Various learning support facilities are widely available in this age of technology. One means that can be used is the Internet. The internet is a useful tool for accessing information in various formats from all over the world. The internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training is carried out with Google classroom application material and the creation of learning video content. Using Google classroom can give students access to online learning. The training is carried out by direct practice using each lecturer's notebook. The results obtained during the training showed very high lecturer enthusiasm. The training makes the lecturers have the ability to better manage the lecture material, the skills of lecturers also increase by doing the practice directly. The ability of lecturers in interpersonal communication also increases with class collaboration. Through training can make changes in cognitive abilities, motor skills, values ??of affection, emotional values, and spiritual values.

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Mcnamara, Olwen, and Jean Conteh. "Teaching and learning as socio-cultural processes." Education 3-13 36, no. 3 (August 2008): 203–5. http://dx.doi.org/10.1080/03004270802217611.

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Harris, Edward. "Effects of Experiential Learning on Formal Teaching and Learning Processes." Equity & Excellence in Education 24, no. 3 (July 1988): 41–42. http://dx.doi.org/10.1080/1066568880240312.

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Moreno Mojica, Claudia María, and Julián Andrés Barragán Becerra. "Pedagogical practices and learning processes." ÁNFORA 26, no. 46 (December 12, 2018): 91–100. http://dx.doi.org/10.30854/anf.v26.n46.2019.559.

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Objective: to identify the configuration and institutionalization of pedagogical practices and teaching processes in the discipline of nursing, as well as the proposals that emerge for the integral human development, according to the humanistic approach underlying the profession. Methodology: integrative literature review based on the question: What are the scientific products that suggest the configuration and institutionalization of pedagogical practices and learning processes in nursing? Results: 78 articles were selected of which 58 formed the final sample which allowed for the structuring and analysis of two categories: pedagogical practices, a process of reflection and transition; critical pedagogy and learning processes, a challenge for the discipline. Conclusions: Nursing has a legacy of biomedical-traditional educational models, which have shaped a positivist teaching-learning process. In this historical process, one of the priorities is knowing the model institutionalized by academic programs with the aim of discussing and rethinking its coherence with the disciplinary phenomenon: care.

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Milton, Constance L. "Teaching-Learning in Community." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 137–39. http://dx.doi.org/10.1177/0894318412437959.

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Metaphors are creative learning devices that may illustrate novel and different meanings in teaching-learning situations. In this column, the author discusses possible meanings of the metaphor of nurse as guest in nurse-community relationships from a humanbecoming theoretical lens. Humanbecoming teaching-learning essences, paradoxes, and processes are used to illustrate potential ethical meanings and implications for nurse practice.

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Jaiswal, Preeti. "Using Constructive Alignment to Foster Teaching Learning Processes." English Language Teaching 12, no. 6 (May 5, 2019): 10. http://dx.doi.org/10.5539/elt.v12n6p10.

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This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students&rsquo; accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students&rsquo; progression in learning and in augmenting their academic skills. Biggs&rsquo; model of constructive alignment, Biggs&rsquo; SOLO taxonomy and Bloom&rsquo;s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

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NAE, Florentina Laura. "TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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Santos, Bettina Steren dos, Denise Dalpiaz Antunes, Juan José Mouriño Mosquera, and Claus Dieter Stobäus. "Teachers’ Motivation Related to Teaching and Learning Processes." Creative Education 07, no. 15 (2016): 2011–20. http://dx.doi.org/10.4236/ce.2016.715202.

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Rahmat, Wahyudi, Ike Revita, and Rifkah Fitriyah. "PSYCHOPRAGMATIC ANALYSIS IN LANGUAGE LEARNING AND TEACHING PROCESSES." Curricula 4, no. 2 (August 1, 2019): 92. http://dx.doi.org/10.22216/jcc.2019.v4i2.4218.

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<p>The problem in this analysis is to see how the forms and roles of psychpragmatics analysis in the learning and teaching process speak both oral and written. When oral and written speeches are triggered by psychological aspects, they are referred to as psychopragmatics. The purpose of this analysis is to see the extent to which psychopragmatic fundamentalists can play a role in the language learning and teaching process, both oral and written. The theory in this analysis uses the theory of Revita et al., (2019). The method used is the method suggested by Sudaryanto (1993). The results of this analysis indicate that the role of psychopathology for the process of learning and oral language teaching and writing has a major influence on the desired process and results. Psychopragmatics emphasizes the process of producing language produced when someone speaks both oral and written so that it will also affect the results or speech expected by speakers in the language.</p>

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Kola, Sudheer Reddy, and Kantha Reddy Muthangi. "Leveraging digital platforms for teaching and learning processes." QScience Proceedings 2015, no. 4 (June 2015): 41. http://dx.doi.org/10.5339/qproc.2015.elc2014.41.

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Kola, Sudheer Reddy, and Kantha Reddy Muthangi. "Leveraging digital platforms for teaching and learning processes." QScience Proceedings 2015, no. 4 (June 2015): 41. http://dx.doi.org/10.5339/qproc.2015.wcee2014.41.

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Gómez Cano, Carlos Alberto, and Ana Lucía Colala Troya. "Artificial Intelligence applied to teaching and learning processes." LatIA 1 (December 10, 2023): 2. http://dx.doi.org/10.62486/latia20232.

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Artificial Intelligence (AI) transforms teaching and learning processes by personalizing educational content according to individual students' needs, thus enhancing their performance and motivation. Tools like SlidesAI and Tome facilitate the creation of efficient educational resources, although the quality and privacy of generated data need to be addressed. AI also enables interactive and immersive learning environments, such as simulations and educational games, that adapt in real-time to students' actions. These environments provide richer and more practical experiences. Additionally, the creation of multilingual videos with avatars enhances accessibility and customization of learning. However, ensuring equitable access to these technologies is crucial to avoid educational inequalities. As demonstrated, AI offers multiple benefits for education but requires careful implementation to maximize its advantages and mitigate potential risks.

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Molnár, György, and András Benedek. "Three Dimensional Applications in Teaching and Learning Processes." Procedia - Social and Behavioral Sciences 191 (June 2015): 2667–73. http://dx.doi.org/10.1016/j.sbspro.2015.04.600.

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Ormazábal, Ignacio, Félix A. Borotto, and Hernán F. Astudillo. "An agent-based model for teaching–learning processes." Physica A: Statistical Mechanics and its Applications 565 (March 2021): 125563. http://dx.doi.org/10.1016/j.physa.2020.125563.

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Glassman, Michael, and Min Ju Kang. "Teaching and learning through open source educative processes." Teaching and Teacher Education 60 (November 2016): 281–90. http://dx.doi.org/10.1016/j.tate.2016.09.002.

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Pastena, Nicolina, Cristiana D’anna, and Filippo Gomez Paloma. "Autopoiesis and Dance in the Teaching-learning Processes." Procedia - Social and Behavioral Sciences 106 (December 2013): 538–42. http://dx.doi.org/10.1016/j.sbspro.2013.12.061.

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Mantas, Kathy, and Carole Roy. "Learning and Teaching." Canadian Journal for the Study of Adult Education 32, no. 2 (October 14, 2020): i—v. http://dx.doi.org/10.56105/cjsae.v32i2.5596.

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Learning and Teaching: Artful Narratives of Transformation, a special issue of the Canadian Journal for the Study of Adult Education, features ten articles, field notes, a book review, and a virtual art exhibition–a first for this journal–meant to complement and extend discussions on the theme of learning, teaching and transformation. More specifically, this issue brings together creative essays from diverse perspectives and disciplines, using multiple artful forms, to illustrate transformation in both formal and informal learning and teaching contexts. This collection contributes to the ongoing discussions on alternative and emergent approaches to transformative learning–a theoretical framework that continues to be crucial in adult education. As well, it invites us to consider the power of reflective, narrative, creative, and artful processes to give form to, communicate, and transform our complex, multi-layered, and colourful professional and personal (as well as collective) experiences of teaching and learning.

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Lopes, Ana L. S., and Marili M. S. Vieira. "Meaningful Learning and Effectiveness in Virtual Learning Spaces." European Journal of Education 1, no. 3 (November 29, 2018): 96. http://dx.doi.org/10.26417/ejed.v1i3.p96-103.

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Contemporary educational practices impose challenges and necessary changes in teaching and learning processes in which cyberspace and virtual contexts become places of learning. Affection, emotion, perception, and imagination compose the construction of meaningful adult knowledge. Such theoretical assumptions become fundamental for teaching and learning processes in virtual contexts in the online or distance modality. We adopted a qualitative analysis of the data of the postings in the forums and individual records of the students of the Course Methods of Studies for Distance Learning. The affectivity in virtual environments is a resource of great relevance to enhance the processes of teaching and learning. The study revealed that affectivity occurs to the extent that the student’s needs are met, and he can construct knowledge in a meaningful and conscious way.

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Lopes, Ana L. S., and Marili M. S. Vieira. "Meaningful Learning and Effectiveness in Virtual Learning Spaces." European Journal of Education 6, no. 1 (April 1, 2023): 101–13. http://dx.doi.org/10.2478/ejed-2023-0010.

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Abstract Contemporary educational practices impose challenges and necessary changes in teaching and learning processes in which cyberspace and virtual contexts become places of learning. Affection, emotion, perception, and imagination compose the construction of meaningful adult knowledge. Such theoretical assumptions become fundamental for teaching and learning processes in virtual contexts in the online or distance modality. We adopted a qualitative analysis of the data of the postings in the forums and individual records of the students of the Course Methods of Studies for Distance Learning. The affectivity in virtual environments is a resource of great relevance to enhance the processes of teaching and learning. The study revealed that affectivity occurs to the extent that the student’s needs are met, and he can construct knowledge in a meaningful and conscious way.

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Suwarni, Endah, and Bambang Budiprayitno. "Innovation on Teaching-Learning Technology based on Visual and Simulation to Improve the Effectiveness and Efficiency in Teaching-Learning Financial Accounting Processes." Journal of Advanced Research in Dynamical and Control Systems 11, no. 11 (November 20, 2019): 142–49. http://dx.doi.org/10.5373/jardcs/v11i11/20193179.

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Karki, Manita. "Interactive Teaching and Learning Techniques." Journal of NELTA 23, no. 1-2 (December 31, 2018): 182–84. http://dx.doi.org/10.3126/nelta.v23i1-2.23367.

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Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.

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SACRAMENTO, Sheila Janaina Santos, Marlene RODRIGUES, and Dieny Moraes dos SANTOS. "PEDAGOGICAL PRACTICES AND CURRICULUM INNOVATIONS IN HIGHER EDUCATION." Boletim de Conjuntura (BOCA) 14, no. 41 (May 23, 2023): 495–515. https://doi.org/10.5281/zenodo.7960386.

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The theme of this scientific essay is within the scope of Pedagogical Practices and curricular innovations in Higher Education, with the objective of bringing some important bibliographies in the area in order to discuss them and analyze the role of the teacher in his pedagogical work in the face of curricular innovations in the current context, as well as the learning processes and teaching methods that permeate such practices. From the reflections provided in the theoretical framework used, the results indicate that, in addition to knowledge in the specific area of their training, teaching requires that the teacher also acts on the pedagogical foundations of the teaching-learning processes, allied to the knowledge of their experience and of an innovative didactic that motivates the students. In agreement and disagreement with the selected authors, the authors refer to their experiences as a teacher, concluding that the development of teaching strategies and teaching resources must be developed to provide information, motivate students, guide learning, develop skills, evaluate knowledge, in addition to providing spaces for expression and creation. The difference in groups, students, teachers, materials and context directs each teacher to be a "creator" of their own teaching-learning strategies and methods, but it is important to maintain a pedagogical attitude that will instigate new positions with regard to methods and teaching strategies to be validated in the face of the challenge of the teaching and learning process in Higher Education.

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Hungwe, Taurai, Tsakani Violet Ndobe, and Solly Matshonisa Seeletse. "Blended Learning to advance Teaching and Learning." Academia Lasalliana Journal of Education and Humanities 6, no. 1 (December 31, 2024): 197–205. https://doi.org/10.55902/lbju6946.

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The integration of Information Communication Technologies in education has revolutionised teaching and learning processes in the midst of concerns raised regarding poor student completion rate, low passing rates and throughput rates. This study explores the significance of Learning Management Systems (LMS) and the implementation of blended learning (BL) in higher education institutions (HEIs). A case study was followed in an HEI of the Gauteng Province in South Africa. The study used mixed-methods to demonstrate that BL improves lecture facilitation based on student performance; qualitative analysis confirmed that BL improvement influence student performance, and the missing aspects disrupt BL to reach optimal levels. The paper concludes that embracing BL can enhance student completion rates, pass rates, and overall academic success.

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Jacobson, Wayne. "Learning, Culture, and Learning Culture." Adult Education Quarterly 47, no. 1 (November 1996): 15–28. http://dx.doi.org/10.1177/074171369604700102.

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Though adults have long faced the experience of learning to function in new cultural contexts, very little is understood about the processes of this sort of learning. This paper approaches learning culture from the position that cultural knowledge is best understood in terms of situated cognition. Contexts do not simply provide useful information in support of thinking and learning, but are inseparable from cognitive processes. Viewing culture in this way carries specific implications for understanding how a new culture is learned and how it might be taught. In particular, processes of learning culture can be seen to parallel processes of gaining practitioner knowledge, while processes of teaching culture can be modeled on the notion of cognitive apprenticeship.

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Torkar, Gregor, Miha Kovač, and Mojca Kovač Šebart. "The Role of Textbooks in Teaching and Learning Processes." Center for Educational Policy Studies Journal 12, no. 2 (June 23, 2022): 7–10. http://dx.doi.org/10.26529/cepsj.1479.

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Chowdhary, Ritika. "Role of Educational Technology in Teaching and Learning processes." Voice of Intellectual Man- An International Journal 9, no. 2 (2019): 93. http://dx.doi.org/10.5958/2319-4308.2019.00021.5.

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Shin, Hye Won, Jiyoon Lee, James Brawn, and Juhyun Do. "EPIK Teachers’ Beliefs About Language Learning and Teaching Processes." ENGLISH TEACHING 76, no. 2 (June 30, 2021): 81–105. http://dx.doi.org/10.15858/engtea.76.2.202106.81.

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Manuel Cano Cruz, Edgar. "Video Games in Teaching-Learning Processes: A Brief Review." International Journal of Secondary Education 2, no. 6 (2014): 102. http://dx.doi.org/10.11648/j.ijsedu.20140206.12.

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Fernández Cruz, Francisco José, Inmaculada Egido Gálvez, and Rafael Carballo Santaolalla. "Impact of quality management systems on teaching-learning processes." Quality Assurance in Education 24, no. 3 (July 4, 2016): 394–415. http://dx.doi.org/10.1108/qae-09-2013-0037.

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Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

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Sozashvili, Nino, Jan Bohm, Tyrone Bynoe, and Irma Barbakadze. "Teaching and Learning Transformative Processes (The Winter School Program)." Universal Journal of Educational Research 4, no. 2 (February 2016): 355–58. http://dx.doi.org/10.13189/ujer.2016.040206.

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Arbuthnott, Katherine D., and Gregory P. Krätzig. "Effective Teaching: Sensory Learning Styles versus General Memory Processes." Comprehensive Psychology 4 (January 2015): 06.IT.4.2. http://dx.doi.org/10.2466/06.it.4.2.

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Barnett, Pamela E., and Linda C. Hodges. "Chapter 21: Teaching Learning Processes-to Students and Teachers." To Improve the Academy 27, no. 1 (June 2009): 401–24. http://dx.doi.org/10.1002/j.2334-4822.2009.tb00566.x.

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Gayratovna, Hamraeva Iroda. "COOPERATIVE LEARNING ACTIVITIES IN HISTORY CLASSES." International Journal Of History And Political Sciences 03, no. 05 (May 1, 2023): 45–48. http://dx.doi.org/10.37547/ijhps/volume03issue05-09.

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The article mentions the problems of using cooperative education in accordance with the modernization processes of history teaching in general education schools. Collaborative education in the teaching of history is interpreted as an important means of developing the level of cognitive activity of students, methodological recommendations are presented within the topic.

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Shomurotovna, Hollieva Matluba. "COOPERATIVE LEARNING CLUSTER IN HISTORY CLASSES." American Journal Of Social Sciences And Humanity Research 03, no. 06 (June 1, 2023): 16–19. http://dx.doi.org/10.37547/ajsshr/volume03issue06-04.

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The article mentions the problems of using a cooperative educational cluster that is compatible with the modernization processes of teaching history in general education schools. Collaborative learning cluster in history teaching is interpreted as an important tool for improving the level of students' cognitive activity, methodological recommendations are presented within the topic.

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Witarsa, Witarsa. "Innovative Learning Processes in the Teaching of Accounts: Its Influence on Student’s Attitudes." International Journal of Educational Review 5, no. 1 (June 30, 2023): 58–66. http://dx.doi.org/10.33369/ijer.v5i1.29561.

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This paper focuses on the students’ attitudes towards the learning of accounts in vocational schools. The author aims to examine how innovative teaching and learning processes influence students’ attitudes towards accounts course. An explanatory survey method has been used to exploit and explain the data. The results of the study show that a teacher’s innovative teaching and learning process influences students’ attitudes towards the learning of accounts course. The learning of accounts is greatly influenced by the students’ attitudes which can be reshaped by the help of an innovative teaching-learning process. This means that innovative teaching is of positive impact in teaching accounts in vocational schools across Indonesia.

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Pun, Min. "Teaching Learning through Interdisciplinary Approaches." Crossing the Border: International Journal of Interdisciplinary Studies 5, no. 2 (July 15, 2017): 1–2. http://dx.doi.org/10.3126/ctbijis.v5i2.18432.

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There are many benefits of using interdisciplinary approaches in teaching and learning. One of the goals of teaching and learning is helping students to develop insights, problem solving skills and self-confidence. The teachers can bring them to their classroom is interdisciplinary approaches are used in the teaching learning process. In this way, interdisciplinary approaches help students develop their cognitive abilities such as skills and mental processes, which are necessary to solve the problems.Crossing the Border: International Journal of Interdisciplinary Studies 5(2) 2017: 1-2

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Knežević, Jelena, Marina Milošević, and Bojan Lazić. "Project learning: From an idea to a learning model in the initial teaching of mathematics." Norma 26, no. 2 (2021): 225–37. http://dx.doi.org/10.5937/norma2102225k.

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An adequate methodological approach in teaching mathematics in the classroom plays an important role in understanding mathematical concepts and achieving learning outcomes. This paper points out the characteristics, significance, and effects that can be achieved by applying project-oriented learning in teaching. This paper aims to point out the possibilities of applying the project model of work in the teaching of mathematics. Based on the results of previous research on this issue, as well as recommendations from the Program of teaching and learning for the first cycle of primary education, a model of project-based learning of content on measurement and measures is presented, which can serve to support teachers in organizing and affirming project-oriented teaching mathematics.

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Adıgüzel, Oktay Cem, Sibel Küçükkayhan, Dilruba Kürüm Yapıcıoğlu, and Derya Atik Kara. "The effects of Teaching Practices Based on Biomimicry Approach on Learning-Teaching Processes." Participatory Educational Research 11, no. 3 (May 7, 2024): 109–25. http://dx.doi.org/10.17275/per.24.37.11.3.

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The aim of this research is to evaluate the effect of biomimicry approach on the learning-teaching process, based on the results of the studies on teaching practices on the biomimicry approach. The research was carried out by systematic review method. Depending on this method, the review protocol of scientific studies, which consists of four stages: planning, research, selection and synthesis, was employed. Within the scope of the research, the studies indexed in the Web of Science (WOS) database were searched with the keywords "biomimicry", "biomimicry in education", and then the relevant studies were selected by scanning TRDizin, Wiley, Scopus databases. Additionally, the relevant postgraduate studies were scanned through the National Dissertation Center and ProQuest databases and were included in the review. Within the scope of research themes, all the related studies in the fields of Educational Sciences, Social Sciences, Education, Psychology and Sociology were included in the review. During the selection phase, the contents were evaluated and the studies suitable for the research purpose were determined in line with the elimination criteria. In the synthesis phase, the selected studies were evaluated in terms of their theoretical basis, aims, methods, findings, and limitations. The total number of studies included in the systematic review was determined as 16. The results of the study provide a perspective on the current status of the biomimicry approach in the field of social sciences, how it is conceptually defined, and the effects of this approach on responding to needs in the field of education and learning characteristics.

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Gayle, Barbara, Nancy Randall, Lin Langley, and Raymond Preiss. "Faculty Learning Processes: A Model for Moving from Scholarly Teaching to the Scholarship of Teaching and Learning." Teaching & Learning Inquiry The ISSOTL Journal 1, no. 1 (March 2013): 81–93. http://dx.doi.org/10.20343/teachlearninqu.1.1.81.

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Dr. A R. Saravanakumar, Dr A. R. Saravanakumar, Dr A. Balu Dr. A. Balu, and Dr S. Subbiah Dr. S. Subbiah. "Role of Psychoeducation in Teaching Learning Process." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 79–80. http://dx.doi.org/10.15373/2249555x/feb2012/29.

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Patel, Dinesh C., and Dr Umesh A. Patel. "Enhancing Teaching Learning Process using Digital Repositories." International Journal of Scientific Research 2, no. 1 (June 1, 2012): 122–24. http://dx.doi.org/10.15373/22778179/jan2013/43.

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Vineki Riyadini, Maria, and Basikin Basikin. "Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes." Journal Of English Teaching For Young And Adult Learners 3, no. 1 (January 30, 2024): 28–41. http://dx.doi.org/10.21137/jeeyal.2024.3.1.5.

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Interaction plays a pivotal role in English teaching and learning processes. The patterns of interactions in classroom activities highly influence the success of the teaching-learning process. This study aimed to describe the classroom interaction patterns in an online teaching and learning process through a qualitative approach using the Flanders' Interaction Analysis System (FIAS). This study is focused on the young learner classroom interaction at the elementary school level. An English online class was observed and recorded to collect the data. The data were confirmed by interviewing the English teacher. The findings revealed that the dominant patterns of interaction that emerged in the online teaching and learning processes were asking questions (Teacher's Talk) and giving responses (Students' Talk). The patterns of interaction were produced from teacher and student(s) and student(s) and student(s) interactions concerning the teacher talk and the students' talk categories used in the online teaching and learning activities. By understanding classroom interaction patterns, the results can be worth considering in selecting activities to support students in improving their full potential in teaching and learning processes. Besides, classroom interaction plays a crucial role in achieving the intended goals in the teaching and learning processes.

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Gallego-Gómez, Cristina, Carmen De-Pablos-Heredero, and José Luis Montes-Botella. "Change of Processes in the COVID-19 Scenario: From Face-to-Face to Remote Teaching-Learning Systems." Sustainability 13, no. 19 (September 22, 2021): 10513. http://dx.doi.org/10.3390/su131910513.

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COVID-19 has accelerated digital transformation in teaching-learning environments. Universities based on face-to-face models have had to quickly adapt their processes to ensure the success of remote teaching-learning systems in the last months. The growing demand for technological resources has meant an effort to understand the requirements and variables that affect students’ acceptance, intention to use, and adoption of these tools. This study aims to analyze students’ acceptance of online processes adopted by universities because of the COVID-19 scenario. Although this study is based on a Technology Acceptance Model (TAM), it also considers other factors, such as perceived efficiency and satisfaction. A questionnaire was built and distributed to 313 students. The data were processed using the Structural Equation Model (SEM) method. The results indicate that 30.7% of the students improved their views of remote education using online systems. However, 49.9% of students do not believe that face-to-face teaching-learning education will be replaced by virtual teaching-learning education in the long term. Our findings confirm that the enriched TAM model built provides a useful theoretical approach to understanding and explaining users’ acceptance of remote learning environments when there is a need to rapidly migrate from face-to-face to online teaching-learning processes.

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Babajanova, Dilorom. "NEW OPPORTUNITIES FOR LEARNING FOREIGN LANGUAGES IN UZBEKISTAN." CURRENT RESEARCH JOURNAL OF HISTORY 02, no. 06 (June 26, 2021): 43–48. http://dx.doi.org/10.37547/history-crjh-02-06-10.

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The article analyzes the introduction of teaching foreign languages in Uzbekistan, the processes associated with new opportunities for teaching languages, as well as the problems of training specialists in foreign languages on the basis of archival data and government decisions.

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Hodgson, Vivien, and Michael Reynolds. "Symposium 1: Learning, Teaching and Assessment in Networked Learning." Proceedings of the International Conference on Networked Learning 7 (May 3, 2010): 593–601. http://dx.doi.org/10.54337/nlc.v7.9235.

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The focus of our paper is on Theme 2 of the Networked Learning Manifesto which focused on Learning Teaching and Assessment and stated as follows: Networked e-learning as envisaged in this manifesto requires models of learning that are based on participation and not ones that are based on transmission. This requires as much emphasis on learning processes and learning to learn as on subject knowledge. Educational values which contribute to quality in learning and teaching environments are those that seek to encourage dialogue, exchange of ideas, intrinsic approaches to study and engagement. It is this that we need to support through networked e-learning. Networked e-learning provides the opportunity for developing innovative assessment practices in which teachers and learners collaborate in the assessment process. Networked e-learning is not a depersonalising experience. The careful integration of course design and innovative assessment can create as intimate an educational experience as a face-to-face encounter. In this paper we look at these statements in more detail in terms of what the ideas behind each of them were and the meaning and relevance of some of the key ideas to the current theory and practice of networked learning. Our approach is to review current thinking sufficiently to highlight issues which the manifesto raises and in addition, to examine these issues from the perspective of an empirical research study of networked learning practice. We have summarised key issues in the final section of the paper as questions which we hope might provide criteria for evaluating how the principles incorporated in the manifesto are reflected in current networked learning theory and in practice. The questions we suggest are: What values and beliefs underlie practice? Are claims to democratic pedagogy justified? What interpretations of ‘community’ are found in use? Do they take account of the social and political processes involved? As tutors, what ideas do we draw on to help make sense of these processes? Do Networked Learning practices support critical reflection and the co-construction of knowledge? Do assessment procedures reflect the same values as are embodied in other aspects of the pedagogy? If there are differences, are they at least acknowledged? Do our pedagogies support space and time for trust and confidence to develop?

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Zendle, Andreas. "English Teachers Assess Instructional Methods Supporting Knowledge Processes." International Journal of English Language Education 6, no. 1 (February 2, 2018): 68. http://dx.doi.org/10.5296/ijele.v6i1.12580.

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Answers to the questions of which instructional methods are suitable for school, which instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which English teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for the English classroom: project work, jigsaw, problem-based learning, learning tasks, learning stations, presentation, learning by teaching, discovery learning, and role-play.

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Pfeiffer, Anke, and Dieter Uckelmann. "Fostering Lab-Based Learning with Learning Analytics." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 14 (November 22, 2022): 4–27. http://dx.doi.org/10.3991/ijoe.v18i14.35073.

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Digital learning environments, such as online laboratories offer many opportunities for collecting data for Learning Analytics (LA). This article presents a systematic literature review for LA in laboratory based learning environments for Higher Engineering Education, which yielded 23 key references. The focus of the study was formed by the following research questions (RQ): What types of data are currently collected in online laboratories (RQ 1)? How is LA used to support learning and teaching processes as well as the design of the online-laboratory environment (RQ 2)? What design recommendations for the use of LA in laboratory-based learning environments can be derived (RQ 3)? The gained results show that LA can be used to provide feedback for simple as well as for complex learning processes in online laboratories. Moreover, it assists data-informed decision making for teaching and learning processes as well as for the design of the lab environment. Implications for future research projects were derived based on the findings and should contribute to the advancement of research on LA in online laboratories.

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Bhopale, Nandkumar N., Nilesh Nikam, and Raju S. Pawade. "Application of Teaching." International Journal of Materials Forming and Machining Processes 2, no. 2 (July 2015): 1–16. http://dx.doi.org/10.4018/ijmfmp.2015070101.

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Recently advanced machining processes are widely used by manufacturing industries in order to produce high quality precise and very complex products. These advanced machining processes involve large number of input parameters which may affect the cost and quality of the products. Selection of optimum machining parameters in such advanced machining processes is very important to satisfy all the conflicting objectives of the process. This algorithm is inspired by the teaching-learning process and it works on the effect of influence of a teacher on the output of learners in a class. This paper presents the application of Response Surface Methodology coupled with newly developed advanced algorithm Teaching Learning Based Optimization Technique (TLBO) is applied for the process parameters optimization for ball end milling process on Inconel 718 cantilevers. The machining and tool related parameters like spindle speed, milling feed, workpiece thickness and workpiece inclination with tool path orientation are optimized with considerations of multiple response like deflection, surface roughness, and micro hardness of plate.

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Journal articles on the topic 'Teaching and learning processes'

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