Artículos de revistas: "Higher level learning"

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Aziz, Bashyr. "Higher level learning". Nursing Standard 18, n.º 26 (10 de marzo de 2004): 88. http://dx.doi.org/10.7748/ns2004.03.18.26.88.c3567.

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Silvia, Chris. "The Impact of Simulations on Higher-Level Learning". Journal of Public Affairs Education 18, n.º 2 (junio de 2012): 397–422. http://dx.doi.org/10.1080/15236803.2012.12001690.

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Martin, Malissa, Tutita M. Casa y Douglas J. Casa. "Dialogic Discourse: Higher-Level Learning through Class Discussions". Athletic Therapy Today 12, n.º 2 (marzo de 2007): 25–29. http://dx.doi.org/10.1123/att.12.2.25.

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Richmond, Aaron S., Bethany Fleck, Travis Heath, Kristin A. Broussard y Bryce Skarda. "Can inquiry-based instruction promote higher-level learning?" Scholarship of Teaching and Learning in Psychology 1, n.º 3 (2015): 208–18. http://dx.doi.org/10.1037/stl0000032.

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Fink, L. Dee. "7: Higher-Level Learning: The First Step toward More Significant Learning". To Improve the Academy 19, n.º 1 (junio de 2001): 113–30. http://dx.doi.org/10.1002/j.2334-4822.2001.tb00527.x.

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Moust, J. H. C., M. L. De Volder y H. J. P. Nuy. "Peer teaching and higher level cognitive learning outcomes in problem-based learning". Higher Education 18, n.º 6 (noviembre de 1989): 737–42. http://dx.doi.org/10.1007/bf00155664.

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Rochford, Linda y Patricia S. Borchert. "Assessing Higher Level Learning: Developing Rubrics for Case Analysis". Journal of Education for Business 86, n.º 5 (14 de junio de 2011): 258–65. http://dx.doi.org/10.1080/08832323.2010.512319.

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Marcandella, Elise y Khoudia Guèye. "Tensions in collaborative innovation projects and higher-level learning". Learning Organization 25, n.º 4 (14 de mayo de 2018): 248–59. http://dx.doi.org/10.1108/tlo-06-2017-0066.

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PurposeEnsuring collaboration between partners involved in a collaborative innovation project is a challenge for project managers. This paper aims to highlight how taking a high-level learning approach can represent a managerial lever. In addition, it analyzes the impact of learning tensions in a partnership context.Design/methodology/approachThe paper focuses on an explorative, longitudinal and in-depth analysis of the Innovative Solutions in Urban Systems project via a qualitative single-case study. The research is inductive and based on data from the field rather than a deductive application of theory.FindingsCollaborative innovation projects represent a high-level learning case. Activity theory is suited to studying the dynamics of learning in collaborative innovation projects. Tensions can fertilize the front-end of collaborative innovation projects.Research limitations/implicationsBecause of the chosen research approach, the research results may be difficult to generalize. Therefore, researchers are encouraged to test the conceptual framework further.Practical implicationsThis article provides a framework for managing tensions in collaborative innovation projects. The results provide also a process to implement all criteria of sustainable development in these projects.Social implicationsThis article highlights to what extent collaborative relations can be developed between participants through a questionnaire with social responsibility attributes. The questionnaire allows to foster participants’ trust.Originality/valueThis approach is original because the authors consider that situations exist that, by definition, belong to “higher-order learning”. Through a case study, they propose a framework to manage this situation.

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Cole, Jaclyn D., Melissa J. Ruble, Allison Povlak, Philip Nettle, Katherine Sims y Brianna Choyce. "Self-Directed, Higher-Level Learning Through Journal Club Debates". Health Professions Education 6, n.º 4 (diciembre de 2020): 594–604. http://dx.doi.org/10.1016/j.hpe.2020.05.007.

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Dzbor, Martin, Enrico Motta y Arthur Stutt. "Achieving higher-level learning through adaptable Semantic Web applications". International Journal of Knowledge and Learning 1, n.º 1/2 (2005): 25. http://dx.doi.org/10.1504/ijkl.2005.006249.

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Roche, Richard A. P., Seán Commins y Shane M. O’Mara. "Low-Level Visuomotor Learning Disrupts Higher-Order Behavioural Control". Irish Journal of Psychology 25, n.º 1-4 (enero de 2004): 16–25. http://dx.doi.org/10.1080/03033910.2004.10446196.

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Benjamin, Dr A. Edward William. "Effectiveness of E- Learning Modules in Science at the Higher Secondary School Level in India". Indian Journal of Applied Research 3, n.º 4 (1 de octubre de 2011): 122–24. http://dx.doi.org/10.15373/2249555x/apr2013/39.

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Chanjaradwichai, Supadaech, Jaitip Na-Songkhla y Thanyaporn Chiasiriphan. "A Trackable Augmented Learning Media System for a Higher Education Level". International Journal of Emerging Technologies in Learning (iJET) 14, n.º 13 (15 de julio de 2019): 129. http://dx.doi.org/10.3991/ijet.v14i13.10177.

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Learning material is a factor that affects to a performance of a teaching and learning with learning management system, so this research presents a trackable augmented learning media system that contains with trackable learning material and a cloud based learning management system (LMS). The trackable learning material is combined with a printed book and a mobile application. An application augments a virtual reality to a printed book, keeps student learning log and sends to the LMS. The proposed LMS contains only required function to work with trackable learning material which are a teacher registration, a classroom management and a reports generation. Teacher need to operate with LMS manually. Reports of the LMS are automatically generated by collected students’ learning log. Reports show a performance and behavior of a students and teachers can use that information to adjust a pedagogy to be consistent with their students.

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Purvis, Alison J., Liz J. Aspden, Philip W. Bannister y Paul A. Helm. "Assessment strategies to support higher level learning in blended delivery". Innovations in Education and Teaching International 48, n.º 1 (febrero de 2011): 91–100. http://dx.doi.org/10.1080/14703297.2010.543767.

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Dennehy, Edward. "Hofstede and learning in higher level education: an empirical study". International Journal of Management in Education 9, n.º 3 (2015): 323. http://dx.doi.org/10.1504/ijmie.2015.070125.

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Booth, Kathryn M. y Brian W. James. "Interactive learning in a higher education Level 1 mechanics module". International Journal of Science Education 23, n.º 9 (septiembre de 2001): 955–67. http://dx.doi.org/10.1080/09500690119817.

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Tobin, Kenneth. "The Role of Wait Time in Higher Cognitive Level Learning". Review of Educational Research 57, n.º 1 (marzo de 1987): 69–95. http://dx.doi.org/10.3102/00346543057001069.

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Ganapathy, Kirupa, V. Vaidehi y Jesintha B. Chandrasekar. "Optimum steepest descent higher level learning radial basis function network". Expert Systems with Applications 42, n.º 21 (noviembre de 2015): 8064–77. http://dx.doi.org/10.1016/j.eswa.2015.06.036.

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Schopler, Eric. "Convergence of learning disability, higher-level autism, and Asperger's syndrome". Journal of Autism and Developmental Disorders 15, n.º 4 (diciembre de 1985): 359–60. http://dx.doi.org/10.1007/bf01531780.

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Andrew, Matthew, Simon J. Bennett, Digby Elliott y Spencer J. Hayes. "Complimentary lower-level and higher-order systems underpin imitation learning". Brain and Cognition 104 (abril de 2016): 25–33. http://dx.doi.org/10.1016/j.bandc.2016.02.001.

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Tobin, Kenneth y Barry J. Fraser. "Barriers to higher-level cognitive learning in high school science". Science Education 73, n.º 6 (noviembre de 1989): 659–82. http://dx.doi.org/10.1002/sce.3730730606.

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Daw, Nathaniel D. y Michael J. Frank. "Reinforcement learning and higher level cognition: Introduction to special issue". Cognition 113, n.º 3 (diciembre de 2009): 259–61. http://dx.doi.org/10.1016/j.cognition.2009.09.005.

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Fraser, Barry J., Leonie J. Rennie y Kenneth Tobin. "The learning environment as a focus in a study of higher‐level cognitive learning". International Journal of Science Education 12, n.º 5 (octubre de 1990): 531–48. http://dx.doi.org/10.1080/0950069900120506.

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Kamal, Tayyab, Nadira Dayo, Sang Yijing y Arsalan Rasheed. "Impacts of COVID-19 on Higher Level Special Students". Journal of South Asian Studies 10, n.º 1 (30 de abril de 2022): 75–86. http://dx.doi.org/10.33687/jsas.010.01.4035.

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A phenomenological study was conducted on 19 special students from higher education to study the educational condition and to analyze the impact of online classes on their motivation after the lockdown of COVID-19. Data was collected through a questionnaire and face-to-face interviews. Collected data were analyzed using the percentage and frequency method. According to the findings, the majority of students enjoyed online classes and were comfortable with this abrupt change in educational methods. The majority of the students were motivated because of the advantages of online classes. Τhe most liked aspects of online learning were flexibility and saving money on travel expenses. Regrettably, it has drawbacks such as the ability to interact, disruptions, and one-sided learning. Τeachers’ negligence and lack of support for some disabled students were not addressed, and online safety and security issues were not addressed. It is suggested that education should be tailored to the needs of individual students, and teachers should make an effort to comprehend the uniԛue needs and challenges of students with disabilities in order to involve them in online learning environments.

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Berg, Gary A. "Distance Learning in Higher Education". education policy analysis archives 6 (12 de junio de 1998): 11. http://dx.doi.org/10.14507/epaa.v6n11.1998.

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The Western Governors University (WGU) and the California Virtual University (CVU) are revealing examples of the complex issues involved in implementing distance learning on the public policy level. Although technology is certainly important, it has masked the fact that the WGU and CVU initiatives mark the rise of learner-centered higher education and the increased role of business in the academy. In comparing and contrasting WGU and CVU, it is clear that the WGU is a more radical proposition because of competency-based credit and the connection with private industry. Two important issues driving public policy are raised in these two efforts: First, are the California and Western Governors Association initiatives the product of the commercialization of education or the result of a reform of higher education that may lead to an increased learner-centered orientation? Second, what is the appropriate role of private industry in higher education?

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Van, Assoc Prof Vu Thi Hong, Pham Thanh Nga y Kieu Thi Thuy Linh. "Legal policies on E-learning at higher-education level in Vietnam". International Journal of Scientific and Management Research 05, n.º 05 (2022): 138–44. http://dx.doi.org/10.37502/ijsmr.2022.5513.

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E-learning with many outstanding advantages in training has drastically changed the self-study process due to the ability to personalize and effectively meet the learning activities of learners. E-learning and building an e-learning environment are currently paying attention and being deployed in many universities in Vietnam with different scope and levels. Especially in the current period, when science and technology are developing, many applications of technology and technology products have been applied in the field of education, changing the way of teaching and learning activities, the practice of both lecturers and students. Big Data and Artificial Intelligence (AI) technologies have replaced people not only for manual labour but also for intellectual labour, including the teaching of teachers. In this article, the authors will give some analysis, evaluation of the current legal policies for eLearning at higher-education level in Vietnam. Then, the authors will propose some solutions to improve the quality of online training in the future.

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Rhodes, Gillian, Marianne Peters, Kieran Lee, M. Concetta Morrone y David Burr. "Higher-level mechanisms detect facial symmetry". Proceedings of the Royal Society B: Biological Sciences 272, n.º 1570 (21 de junio de 2005): 1379–84. http://dx.doi.org/10.1098/rspb.2005.3093.

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The role of symmetry detection in early visual processing and the sensitivity of biological visual systems to symmetry across a wide range of organisms suggest that symmetry can be detected by low-level visual mechanisms. However, computational and functional considerations suggest that higher-level mechanisms may also play a role in facial symmetry detection. We tested this hypothesis by examining whether symmetry detection is better for faces than comparable patterns, which share low-level properties with faces. Symmetry detection was better for upright faces than for inverted faces (experiment 1) and contrast-reversed faces (experiment 2), implicating high-level mechanisms in facial symmetry detection. In addition, facial symmetry detection was sensitive to spatial scale, unlike low-level symmetry detection mechanisms (experiment 3), and showed greater sensitivity to a 45° deviation from vertical than is found for other aspects of face perception (experiment 4). These results implicate specialized, higher-level mechanisms in the detection of facial symmetry. This specialization may reflect perceptual learning resulting from extensive experience detecting symmetry in faces or evolutionary selection pressures associated with the important role of facial symmetry in mate choice and ‘mind-reading’ or both.

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Joshi, Dr Mani. "Qualitative Improvement in Teaching-Learning at Higher Education Level – An Introspection". REVIEW JOURNAL PHILOSOPHY & SOCIAL SCIENCE 45, n.º 2 (30 de septiembre de 2020): 163–71. http://dx.doi.org/10.31995/rjpss.2020.v45i01.019.

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Selvaganapathy, R. y A. Edward William Benjamin. "Impact of E-Content on Learning Chemistry at Higher Secondary Level". Shanlax International Journal of Education 7, n.º 4 (1 de septiembre de 2019): 70–72. http://dx.doi.org/10.34293/education.v7i4.610.

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This paper entitled as “Impact of E-Content on Learning Chemistry at Higher Secondary Level” is tried to test the impact of the multimedia courseware in studying chemistry at the XI standard level by picking a sample of 40 students by containing 20 each with control and experimental group by adopting pre-test and post-test control group design. It attains that there is a significant difference that was built in the experimental group compared with the control group. So it is approved to update the studying strategy at the XI std in learning chemistry. It is also established that this experiment also appreciates the passing percentage.

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Nathan, Siva y Kimberly A. Dunn. "Business press articles and higher level learning skills in accounting courses". Education + Training 39, n.º 5 (julio de 1997): 189–94. http://dx.doi.org/10.1108/00400919710169508.

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Wenger, Mike S. y Martin J. Hornyak. "Team Teaching for Higher Level Learning: A Framework of Professional Collaboration". Journal of Management Education 23, n.º 3 (junio de 1999): 311–27. http://dx.doi.org/10.1177/105256299902300308.

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Lester, Stan y Carol Costley. "Work‐based learning at higher education level: value, practice and critique". Studies in Higher Education 35, n.º 5 (26 de julio de 2010): 561–75. http://dx.doi.org/10.1080/03075070903216635.

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Luo, Wei, Jian Yang, Wei Xu, Jun Li y Jian Zhang. "Higher-level feature combination via multiple kernel learning for image classification". Neurocomputing 167 (noviembre de 2015): 209–17. http://dx.doi.org/10.1016/j.neucom.2015.04.075.

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Shea, Victoria y Gary B. Mesibov. "Brief report: The relationship of learning disabilities and higher-level autism". Journal of Autism and Developmental Disorders 15, n.º 4 (diciembre de 1985): 425–35. http://dx.doi.org/10.1007/bf01531787.

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Lestari, Purwaning Budi, Titik Wijayanti y Tri Asih Wahyu Hartati. "HOTS Integrating STEM Learning Approach in the Nutritional Sciences Learning at The Higher Education Level". International Journal of Scientific and Research Publications (IJSRP) 10, n.º 8 (6 de agosto de 2020): 29–34. http://dx.doi.org/10.29322/ijsrp.10.08.2020.p10406.

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Khatoon, Dr Khursheeda. "A Comparative Study on Attitude towards English Language Learning among Students of Higher Secondary Level of Hyderabad". Journal of Advanced Research in Dynamical and Control Systems 12, n.º 5 (30 de mayo de 2020): 562–71. http://dx.doi.org/10.5373/jardcs/v12i5/20201975.

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Nofrion, N. y Bayu Wijayanto. "LEARNING ACTIVITIES IN HIGHER ORDER THINKING SKILL (HOTS) ORIENTED LEARNING CONTEXT". Geosfera Indonesia 3, n.º 2 (28 de agosto de 2018): 122. http://dx.doi.org/10.19184/geosi.v3i2.8126.

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The development of 21st century life requires the higher-level thinking ability developmental for learners. HOTS learning is characterized by; 1) Analysis, Evaluation and Creating, 2) Logical reasoning, 3) Consideration and critical thinking, 4) Problem Solving and Creative Thinking. One effort that can be done by educators to develop higher-level thinking ability for learners is by facilitating learners to do Advanced Learning Activities (ABL) that include: 1) processing/ analyzing, 2) Communicating/ dialogue, 3) discuss/ collaborate, 4) presents/ constructs. ABL is a continuation of Basic Learning Activities which includes; 1) Observing (combination of seeing and hearing), 2) trying/ questioning, 3) searching/ collecting. Therefore, in learning, educators should be more focused on giving learners space to do ABL while still allowing time for ABD as a warm-up activity or initial activity (Schaffolding). The way that can be done as a trigger of Advanced Learning Activities is to present more questions/ tasks/ problems on high cognitive level that is C4, C5, and C6 in every learning. High-level questions/ tasks/ problems will also encourage learners to dialogue and discuss so that collaboration in learning will be created. Keywords: Basic Learning Activity/ABD, Advanced Learning Activities/ ABL, HOTS oriented Learning References Brookhart, L. Susan. 2010. How to assess Higher Order Thinking Skills in Your Class. ASCD. Alexandria, Virginia USA Hamalik, Oemar. 2001. Learning strategies. Jakarta. Bumi Aksara -------------------- 2010. Learning strategies. Jakarta. BumiAksara Hanafiah, Nanang & Suhana, Cucu. 2010. Learning Strategies. Bandung. Refika Aditama Marzano, R. J., & Kendall, J. S. (2007) .The new taxonomy of educational objectives (2nd ed.). Thousand Oaks, CA: Sage Marzano, R. J & Heflebower, T. 2012.Teaching & Assssing 21st Century Skills (The Classroom Strategies Series). EBook from marzanoresearch.com Nofrion. 2017. Geography Learning Models and Strategies (Designing HOTS and Learning Collaborative Learning). Padang. Sukabina Publisher N, Nofrionet al.2018. Effectiveness of EXO OLO TASK Learning Model Based on Lesson Study in Geography Learning IOP Conf. Ser .: Earth Environ. Sci. 145 012038 Parjito. 2015. Vision of 21st Century Geography Education. Proceedings of the P3GI National Seminar. Poor. ISBN: 978 - 602 - 71506 - 3 – 8 Prayitno.2009 Basic Teaching and Praxis Education. Grasindo. Jakarta Sardiman. 2010. Interaction and Motivation of Learning Teaching. Jakarta. Rajawali Press Silbermen, L. Melvin. 2006. Active Learning: 101 Learning Methods Active Students. Bandung. Nusamedia Law Number 20 of 2003 concerning National Education Systems Woolfolk. 2009. Educational Psychology (Active Learning Edition), Tenth Edition. Yogyakarta. Student Library

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Marno, Hanna, Róbert Danyi, Teodóra Vékony, Karolina Janacsek y Dezső Németh. "Prompting teaching modulates children's encoding of novel information by facilitating higher-level structure learning and hindering lower-level statistical learning". Cognition 213 (agosto de 2021): 104784. http://dx.doi.org/10.1016/j.cognition.2021.104784.

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Martin, Eric M., Scott J. Moorcroft y Tyler G. Johnson. "Backwards Design and Program Level Approaches to Coach Development in Higher Education". International Sport Coaching Journal 6, n.º 3 (1 de septiembre de 2019): 329–38. http://dx.doi.org/10.1123/iscj.2018-0071.

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Because there is no single governing sport body in the United States devoted to coaching education, coaching requirements can vary greatly state-to-state and between organizations within the same state. Therefore, it often is up to club programs or universities to devise individual curriculum for coaching education. For those responsible for coaching education, utilizing backwards design can ensure programs meet the learning and professional development needs of coaches. In backwards design, identifying coaches’ needs and creating program-level learning outcomes occurs prior to specific content selection. Additionally, backwards design encourages instructors to select assessments and learning activities that align with the program-level learning outcomes. In this article, a group of faculty describe their experience utilizing backwards design in creating a college/university certificate program focused on sport coaching. Specifically, a description of the following is included: (a) the process used to create program-level learning outcomes, (b) how to emphasize the program-level learning outcomes throughout the program’s coursework, and (c) a specific example from one course in the curriculum. Finally, we provide lessons learned throughout the process and recommendations for program development in hopes that coach developers can utilize this process in designing their own curricula.

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Ponomareva, Svetlana y Ekaterina Ugnich. "E-learning Opportunities and Limitations in Inclusive Higher Education". SHS Web of Conferences 50 (2018): 01138. http://dx.doi.org/10.1051/shsconf/20185001138.

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The objective of this work is to study the limitations and opportunities for e-learning development in the inclusive education system in higher education establishments. To determine the possibility of e-learning application in inclusive higher education, the principles of evolutionary economics and institutional theory were used. It is shown that e-learning development in the national higher education system and its perception by the higher inclusive education system depends on the development level of social and information interrelations in society. Moreover, e-learning application in inclusive higher education is possible only in collaboration with traditional learning. E-learning efficiency in inclusive higher education depends on institutional environment existing both at state level and separate university level. Herewith, institutional environment should be aimed not only at e-learning development and inclusive education, but also their collaboration. The results achieved are verified by empirical study of e-learning implementation into the inclusive higher education system by the example of Russia. The results of the conducted research, which indicated peculiarities, opportunities and limitations of an e-learning mechanism in inclusive higher education, can be applied to increase its efficiency both at separate universities level and at the level of state strategies formation for higher education development.

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Pratiwi, Essy Dian, Mohammad Masykuri y Murni Ramli. "Active Learning Strategy on Higher Education Biology Learning: A Systematic Review". Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, n.º 1 (29 de junio de 2021): 75–86. http://dx.doi.org/10.24042/tadris.v6i1.7345.

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Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.

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Anderson, John R., Christian Lebiere, Marsha Lovett y Lynne Reder. "ACT-R: A higher-level account of processing capacity". Behavioral and Brain Sciences 21, n.º 6 (diciembre de 1998): 831–32. http://dx.doi.org/10.1017/s0140525x98221765.

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We present an account of processing capacity in the ACT-R theory. At the symbolic level, the number of chunks in the current goal provides a measure of relational complexity. At the subsymbolic level, limits on spreading activation, measured by the attentional parameter W, provide a theory of processing capacity, which has been applied to performance, learning, and individual differences data.

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Arina Afiyati Shadikah. "VOCABULARY LEARNING STRATEGIES USED BY MALE AND FEMALE LEARNERS OF HIGHER INTERMEDIATE LEVEL". Jurnal Pendidikan, Sains Sosial, dan Agama 6, n.º 1 (3 de agosto de 2020): 88–97. http://dx.doi.org/10.53565/pssa.v6i1.126.

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Abstract This recent study focuses on the use of vocabulary learning strategies (VLSs). Nevertheless, in this study the subject was categorized based on gender (male and female). This study aims to identify vocabulary learning strategies employed by female and male learner in learning new vocabularies. The method of this study is qualitative. The participants are 10 male learners and 10 female learners of higher intermediate level at LBPP LIA Solo. The data were collected using vocabulary learning strategy questionnaires (VLSQs), interview, documentations, and test. The data collected were analyzed qualitatively. The research finding showed that female learners tend to use more vocabulary learning strategies than male did. In addition, the most vocabulary learning strategies used by female learners were dictionary strategies and memory strategy: rehearsal as the least vocabulary learning strategies used. Meanwhile, male learners indicated to use guessing strategies more often and note-taking strategy rarely. Keywords : VLSs, Higher Intermediate Level, Male Learners, Female Learners.

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Fayda-Kinik, F. Sehkar. "Academic Stress in Online Higher Education". International Journal of Technology in Education and Science 7, n.º 1 (7 de febrero de 2023): 18–29. http://dx.doi.org/10.46328/ijtes.439.

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With the unprecedented impacts of the COVID-19 outbreak, higher education institutions have faced a number of challenges, one of which is the transition to online education. University students have experienced varying levels of stress as the largest group affected by this transition. The perceived level of academic stress experienced by university students in this new system has become significant for the improvement in online learning at the tertiary level. Therefore, this study aimed to measure the level of academic stress among university students including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. In order to measure the level of academic stress among university students, a quantitative research design was adopted through gathering statistical data from 147 undergraduate students studying online in different departments in Turkey utilizing “The Perception of Academic Stress Scale” including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. The results of this quantitatively designed study revealed that the perceived level of academic stress among university students was found as neutral in general; regarding the components of "Pressures to Perform" as high, of “Perceptions of Workload”, "Academic Self-Perceptions" and "Time Restraints" as neutral. Some statistically significant differences were also detected in the perceived level of academic stress in relation to the variables of gender, age (Gen X vs Gen Y), year of study, satisfaction with the learning and home environments.

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Pan, Yingying y Hoisoo Kim. "Effects of Scaffolding Type and Metacognition Level on Higher-order Thinking Skills and Task Performance in Mathematical Learning: Lens of Neo-Vygotskian Theoretical Learning". SNU Journal of Education Research 31, n.º 4 (31 de diciembre de 2022): 1–21. http://dx.doi.org/10.54346/sjer.2022.31.4.1.

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Neo-Vygotskian theoretical learning was developed based on Vygotsky’s notions of scientific knowledge as psychological tools and teaching these tools as major instructional content. Vygotsky’s adherents challenged the validity of the theoretical assumptions of guided discovery learning and argued that this scaffolding strategy was probably not a proper way to teach students scientific knowledge. Therefore, this paper investigated the effects of these different scaffolds and learners’ metacognition on their higher-order thinking skills and task performance in mathematical learning. Eighty-four eighth grade students participated in our study. The learning sessions consisting of eight 40-minute lessons were conducted by a single teacher. The results showed that the theoretical learning group developed significantly better higher-order thinking skills and performed better than did the guided discovery learning group or the didactic learning group. Moreover, our study did not find a significant interaction between scaffolding type and metacognition, which indicated that the theoretical learning scaffold was more effective than were the other scaffolds regardless of the levels of metacognition.

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Tantri, Niki Raga. "Optimizing Face To Face Interactions In English Classroom Blended Learning Of Higher Education Level". KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 2, n.º 02 (28 de mayo de 2019): 37–50. http://dx.doi.org/10.33479/klausa.v2i02.156.

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This article discussed Blended Learning after the flourished utilization of Learning Management System (LMS) in English classrooms. LMS is found to be one of the efficient digital tools in delivering the content learning, especially English subject. Almost all language skills can be exploited by LMS. It provides English learning both synchronous and asynchronous modes; which meet the purpose of personalized learning. However, there still could be found that LMS has been mistakenly used and created blended learning becomes inefficient learning strategy in the classroom, mostly in face to face meetings. To tackle the problems, this paper attempts to propose the concept of face to face interactions in blended learning classroom. It will be seen from LMS’s ability in the classroom, characteristics of Generation Z students, and the demand of 21st century skills for future workforce.

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Hartono, Hartono. "Learning Achievements at Graduate Level: Bloom's Taxonomy Analyze". Munaddhomah: Jurnal Manajemen Pendidikan Islam 3, n.º 3 (4 de enero de 2023): 294–305. http://dx.doi.org/10.31538/munaddhomah.v3i3.275.

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Improving high-level thinking skills (high order thinking) has become a basic requirement in national higher education. The problem is, has higher education in Indonesia implemented learning that improves the highest level thinking skills? It is common for national tertiary education at the undergraduate level to carry out learning that is oriented towards increasing the level of higher order thinking. To answer this question, research has been carried out through document analysis in the form of semester syllabus (RPS) for undergraduate level. Normatively, the undergraduate level has the task of making students at least able to apply theories/concepts/methods/rules/laws when carrying out learning. The revised version of Bloom's Taxonomy has formulated the levels of thinking that students must experience during learning, including the lowest level is 'remembering' and the highest level is 'creating'. The results of the document analysis show that the undergraduate level learning in most lesson plans still uses the word 'explain'. The word 'explaining' is an operationalization of the word 'understanding' which has two levels. This second level shows that learning in higher education is still at a lower level (low order thinking).

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Suša, Dalia. "Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level". Business Systems Research Journal 5, n.º 2 (10 de septiembre de 2014): 84–96. http://dx.doi.org/10.2478/bsrj-2014-0012.

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AbstractBackground: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted in 2014 using the sample of first-year Business Informatics students from the Faculty of Economics and Business in Zagreb, Croatia. Results were compared with a research conducted in 1998. Results: In comparison to an earlier research, digital natives perceive their level of competency in the subject of Business Informatics before teaching practices much higher compared to digital immigrants. However, there is still an increase in digital native students’ level of competency in the subject before and after teaching practices. Conclusions: The research confirms a shift from digital immigrants to digital natives who show high level of interest for Business Informatics course topics and find its utility very high. However, constant improvement of delivering knowledge is needed in order to keep these high levels.

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DioGuardi, Sherri. "Teaching Criminological Theory: Using a Piaget Platform to Support Higher Level Learning". Journal of Criminal Justice Education 28, n.º 3 (19 de mayo de 2017): 441–60. http://dx.doi.org/10.1080/10511253.2017.1324888.

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Mistry, Jayalaxshmi, Fiona White y Andrea Berardi. "Skills at Master's Level in Geography Higher Education: Teaching, Learning and Applying". Journal of Geography in Higher Education 33, n.º 1 (enero de 2009): 123–48. http://dx.doi.org/10.1080/03098260802276409.

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