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Journal articles on the topic 'Teaching and learning processes'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Bunkers, Sandra Schmidt, and Mary J. Isaacson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 2 (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 (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 (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 wit

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

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5

Harris, Edward. "Effects of Experiential Learning on Formal Teaching and Learning Processes." Equity & Excellence in Education 24, no. 3 (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 (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

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Milton, Constance L. "Teaching-Learning in Community." Nursing Science Quarterly 25, no. 2 (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 (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 fac

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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 (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 (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

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

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14

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 c

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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 (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 ongoi

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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 (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 aff

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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 (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

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22

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 (2019): 142–49. http://dx.doi.org/10.5373/jardcs/v11i11/20193179.

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23

Karki, Manita. "Interactive Teaching and Learning Techniques." Journal of NELTA 23, no. 1-2 (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 (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 r

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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 (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 an

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26

Jacobson, Wayne. "Learning, Culture, and Learning Culture." Adult Education Quarterly 47, no. 1 (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 learnin

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27

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 (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 (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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31

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 (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 essenti

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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 (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 (2009): 401–24. http://dx.doi.org/10.1002/j.2334-4822.2009.tb00566.x.

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35

Gayratovna, Hamraeva Iroda. "COOPERATIVE LEARNING ACTIVITIES IN HISTORY CLASSES." International Journal Of History And Political Sciences 03, no. 05 (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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Witarsa, Witarsa. "Innovative Learning Processes in the Teaching of Accounts: Its Influence on Student’s Attitudes." International Journal of Educational Review 5, no. 1 (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

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Shomurotovna, Hollieva Matluba. "COOPERATIVE LEARNING CLUSTER IN HISTORY CLASSES." American Journal Of Social Sciences And Humanity Research 03, no. 06 (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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38

Pun, Min. "Teaching Learning through Interdisciplinary Approaches." Crossing the Border: International Journal of Interdisciplinary Studies 5, no. 2 (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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Akman, Saim, and Nuray Senemoğlu. "An Action Research to Enrich Teaching-Learning Processes in EFL Settings." Participatory Educational Research 12, no. 4 (2025): 38–61. https://doi.org/10.17275/per.25.48.12.4.

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This study aims to investigate the effectiveness of enriched teaching-learning processes designed to address the objectives of the English as a foreign language curriculum. In this action research study, the teacher-researcher designed teaching-learning processes that meet the objectives of the 9th grade English curriculum to enhance students’ learning levels. In line with the nature of action research, both qualitative and quantitative data were employed. Three classes of equal/similar nature in a high school were selected as two action research groups and one control group. While the quantit

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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 (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 stu

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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

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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 (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 (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 (2012): 122–24. http://dx.doi.org/10.15373/22778179/jan2013/43.

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45

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 (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 E

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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 (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 Te

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Babajanova, Dilorom. "NEW OPPORTUNITIES FOR LEARNING FOREIGN LANGUAGES IN UZBEKISTAN." CURRENT RESEARCH JOURNAL OF HISTORY 02, no. 06 (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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48

Zendle, Andreas. "English Teachers Assess Instructional Methods Supporting Knowledge Processes." International Journal of English Language Education 6, no. 1 (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 a

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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 i

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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 (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 recommendat

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