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Cooperative, Competitive, and Individualistic Learning
Abstract
Defines the 3 types of goal structures available to teachers during instruction: cooperative, competitive, and individualistic. The traditional competitive structure has dominated in American education. The type of goal structure used affects interaction among students and teachers and ultimately affects learning. Research is reviewed on the effects of various goal structures on a series of cognitive and affective educational outcomes. The most significant objective for students should be to learn how to construct and maintain positive social relationships in all types of situations. The conditions under which competitive and individualistic structures can be used productively are stated, with guidelines for the teacher's role in cooperative instruction. (45 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Dengan kata lain otak secara otomatis mengingat pengetahuan yang diperoleh sebelumnya dan menjadikanya alat untuk menambah wawasan dengan tujuan mempermudah seseorang memahami suatu pembelajaran. Johnson & Johnson (2013) mengatakan bahwa pemahaman dalam belajar merupakan hasil dari proses penalaran, evaluasi, dan memanfaatkan informasi yang ada. Jadi pemahaman itu seperti mengingat kembali apa yang telah dipelajari dan mengevaluasi atau mengingatnya kembali sebagai sarana untuk memanfaatkan atau menggali setiap informasi yang diperoleh oleh otak seseorang guna dijadikan penunjang untuk memahami pengetahuan yang baru. ...
... Pemahaman yang luas tentang suatu materi pembelajaran sangat berguna dalam proses pembelajaran (Johnson & Johnson, 2013), tetapi untuk menerapkan semuanya itu diperlukan penguasaan materi tersebut sehingga dapat dengan mudah menerapkannya. khususnya dalam pembelajaran bahasa Inggris. ...
... The Cooperative Learning Model has garnered support as an effective educational paradigm through which professors serve not just as lecturers but as creators and facilitators of learning environments. Numerous studies, both at the precollege and college levels, support the claim that Cooperative Learning (CL) environments are very effective (3,4,7,11,13,15,16). When applied appropriately CL promotes higher retention of the skills and concepts learned, higher individual achievement, greater intrinsic motivation to learn, more frequent use of cognitive processes, increased retention of students until graduation, and increased building of positive and supportive relationships among diverse students than did competitive or individualistic learning (3,4,7,11,13,15,16). ...
... Numerous studies, both at the precollege and college levels, support the claim that Cooperative Learning (CL) environments are very effective (3,4,7,11,13,15,16). When applied appropriately CL promotes higher retention of the skills and concepts learned, higher individual achievement, greater intrinsic motivation to learn, more frequent use of cognitive processes, increased retention of students until graduation, and increased building of positive and supportive relationships among diverse students than did competitive or individualistic learning (3,4,7,11,13,15,16). ...
A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes , integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.
... Competitive situations, on the other hand, are basically viewed as maladaptive because they create negative interpersonal emotions which are presumed to hamper task performance and learning processes (Johnson & Johnson, 1989). At the same time, researchers in this area (Johnson & Johnson, 1975/1999, 1978Stanne et al., 1999) have also noted the possibility that competition can be appropriate and productive ("constructive competition"). The conditions for constructive competition include: (1) when winning is relatively unimportant; (2) when all participants have a reasonable chance of winning; (3) when the rules, procedures, and criteria for winning are clear and specific; and (4) when participants are able to monitor each other's progress and engage in social comparison . ...
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... 78). The cognitive benefits of collaborative learning such as reasoning, creative thinking and transferring the acquired knowledge (Johnson & Johnson, 1998); social skills such as interpersonal and small group skills among students who share different backgrounds, disabilities, and ethnicities (Johnson & Johnson, 2002;McMaster & Fuchs, 2002); and academic skills such as better academic achievement in reading and mathematics (Rohrbeck et al., 2003) and improved intrinsic motivation (Johnson & Johnson, 1985) are also reported. It also helps students construct knowledge based on their own and collaborative experiences, exchange of thoughts, and discussion rather than merely accepting knowledge transmitted by the teacher within a set framework (Johnson, Johnson & Smith, 1991). ...
The literature in the field of translation and interpreting indicates the intensification of constructivist approaches underpinning the efficiency of collaborative learning, situated learning, and project-based learning, particularly on the part of translator training. Tracing the reflections of the shift to constructivist pedagogy in interpreter training, this thesis aims to scrutinize the general pedagogical tendency of interpreter trainers, main practices applied, along with possible problems and solutions to overcome them, and thus contribute to improve interpreter training in Turkey at the undergraduate level. To serve this purpose, a qualitative research design was used to reach the experiences and views of trainers in-depth, and discuss the obtained data within the theoretical framework of theories of learning, interpreting skills, interpreting competences, competence models, main training, and assessment practices of interpreter training. Within the scope of the first data collection method, interviews were held with 26 interpreter trainers who serve in T&I programs at the undergraduate level in Turkey. Among qualitative data analysis methods, (Reflexive)Thematic Analysis was used for the analysis of the interview data. To this end, thematic coding was conducted via MaxQda software, and 862 codes were created under 3 main themes. In the second step of the data collection, 4 different interpreting courses were observed by the researcher in terms of course content, class participation of students, constructivist activities applied in the class, and trainer feedback. The observational data were interpreted and discussed against the interview data by indicating parallelism and contradiction between the two datasets. It was found that the trainers adopt both behaviorist and constructivist approaches in different aspects of the training based on varying criteria such as the elective/compulsory status of the course, physical means, students’ language levels, and contact hours among others. The targeted skill and competence acquisitions highlight the idea that undergraduate interpreter training targets basic interpreting skills rather than training professional interpreters. The most commonly encountered challenges in interpreter training and recommendations of the trainers to overcome them for now and the future are also listed at length.
Key Words : interpreter training, interpreting skills, interpreting competences, behaviorism, constructivist approach, thematic analysis.
... Also, there is data showing that social stress weakens immune systems (Padgett & Sheridan, 2002). At a cognitive level, Johnson and Johnson (1999) states that working cooperatively can enhance learning and create a bonding relationship among students. According to the authors, the most important elements in good cooperative relationship are: Figure 5 The elements in good cooperative relationship ...
There is a lot written about hospitality, mostly in the context of gastronomy and hotel services. During the last years, we see that the concept of hospitality has made its entrance into a wider spectrum of different sectors and businesses, such as facility management in big companies, care and education. In this scoping review we focus on hospitality in education. The review is divided in three parts. In the first part, we go back in time and give an overview of different philosophical perspectives and interpretations of hospitality during the years. Secondly, we focus on the different dimensions and implementation of the concept of hospitality. The third part describes the trends and hospitality in the context of education and what this could mean for the relationship between teachers and pupils/students, the care for pupils and the school environment.
... Bireyin davranışlarını gerçekleştirmesindeki neden bireyin ihtiyaçlarıdır. İçsel motivasyonda bireyin davranışını gerçekleştirmesi; mutlu olma, merak etme, ilgili olma ve bir zorlama olmadan ortaya çıkmasına bağlıdır (Middleton ve Spanis, 1999;Raffini, 1996;Johnson ve Johnson, 1985). Birey davranışını gerçekleştirmesinde içsel motivasyon etkili ise birey davranışından mutluluk duyar ve öz kontrol yeteneği kazanır. ...
Bu araştırmanın temel amacı fen bilimleri dersinde motivasyonsuz olan öğrencilerin motivasyonsuz olmalarına neden olan faktörlerin incelenmesidir. Çalışmanın evrenini 2018-2019 eğitim-öğretim yılında Kars il merkezinde bulunan 23 okuldaki 6. 7. ve 8. sınıflarda eğitim alan öğrenciler oluşturmaktadır. Araştırmanın örneklemi için basit seçkisiz örneklem ile 6 okul seçilmiştir. Daha sonra küme örnekleme yöntemiyle her okuldan 2’şer şube alınarak toplam 716 öğrenci örnekleme dâhil edilmiştir. Araştırma tarama modelindedir. Araştırmada veri toplamak amacıyla “Fen Bilimlerinde Motivasyonsuzluk Ölçeği (FBMÖ)” geliştirilmiştir. Ölçek Aile-Çevre, Psikolojik-Kişisel ve Korku-Endişe ile ilişkili nedenler olmak üzere üç alt boyuttan oluşmaktadır. Geliştirilen bu ölçek çalışmanın örneklem grubuna uygulanmıştır. Bu şekilde 716 öğrenciden 126’sı FBMÖ’ den en yüksek puanları alarak fen bilimleri dersi için motivasyonsuz öğrenciler olarak nitelendirilmiş ve bu öğrencilerden elde edilen veriler değerlendirilmiştir. Çalışmadan elde edilen bulgular sonucunda fen bilimleri dersinde motivasyonsuz olan öğrencilerin motivasyonsuz olmalarını Aile-Çevre ve Korku-Endişe ile ilişkili nedenlerin orta düzeyde etkilediği, Psikolojik-Kişisel nedenlerin ise daha düşük düzeyde etkilediği tespit edilmiştir. Ayrıca veriler cinsiyet, sınıf, anne-baba eğitim durumu ve bir dönem önceki başarı notları açısından da değerlendirilmiştir.
... La mayor parte de la información procede de la estructura de la tarea, siendo un referente para la relación interpersonal entre los estudiantes y, además, dicha estructura presenta repercusiones en su motivación. Así, la estructura de la tarea da lugar a relaciones cooperativas, competitivas o individuales, las cuales generan, a su vez, pautas de interacción facilitadoras, inhibidoras o de nointeracción (p.e., Deutsch, 1949Deutsch, , 1962Johnson y Johnson, 1985). ...
... Given the above, the positive correlation between social risk-taking and empathy might be somewhat unexpected. Empathy has been consistently paired with prosocial behaviours (14) and positive social adjustment (48), so it would be expected that individuals with higher empathy would display higher social conformity to maintain quality interpersonal relationships. Indeed, Adams studied social competence and demonstrated that empathy successfully predicted peer popularity among adolescents (49). ...
Background: The Dark Triad personalities have been well studied, however, it is not often linked with empathy and risk-taking intentions. The present study aims to address this gap by examining the association between the Dark Triad personality traits, empathy and risk-taking intentions in the five domains – ethical, financial, health/safety, social, and recreational. Method: A sample of 160 young adults residing in Malaysia (Male=69, Female=99, Mage=22.01, SD=2.03) completed the Short Dark Triad Questionnaire, Empathy Scale, and Domain-Specific Risk-Taking Scale through an online survey. Results: Machiavellianism and Psychopathy were positively associated with the five domains of risk-taking, including social, ethical, financial, recreational and health/safety domains, and negatively associated with empathy. Narcissism, on the contrary, was positively correlated to all risk-taking domains except for recreational risk-taking, and showed no significant relationship to empathy. Empathy was a significant predictor in social risk-taking whereas Machiavellianism and Psychopathy were significant predictors in ethical risk-taking intentions. Conclusion: This study expanded existing knowledge on the Dark Triad personalities by demonstrating a link between each Dart Triad trait, potential risk-taking behaviours and empathy.
... Faculty and educational developers have been faced with the need to implement innovative teaching strategies to foster active, collaborative learning. Some of these innovative strategies incorporate students working together to complete an assignment or task, which has been referred to as cooperative learning (Bruffee, 1995;Johnson & Johnson, 1978); collaborative learning (Dillenbourg, 1999;Gokhale, 1995;Meijer et al., 2020;Panitz, 1999;Vygotsky, 1980); problem-based learning (Hmelo-Silver, 2004); and team-based learning (Michaelsen, 1983;Michaelsen & Black, 1994)-which are collectively hereafter referred to as team learning. The idea of students working together and learning from each other was first introduced by Dewey (1940), who believed that learning should be an interactive and dynamic process that allows students to interact with their classmates (Gillies & Ashman, 2003). ...
The benefits of team learning include increased achievement, increased motivation, and greater retention of concepts learned. While team learning has been implemented since the early 20th century, instructors in higher education settings may still experience challenges managing implementation, such as unmotivated students and a lack of accountability among group members. One team learning pedagogy is team-based learning (TBL), a structured course design that combines individual preparation with collaborative problem-solving. Given the benefits of TBL in face-to-face settings, including student learning and improved attitudes, educators have also adapted TBL to online settings. This embedded mixed-method study examined students’ perceptions of TBL in face-to-face and online teacher education courses. We found that students in TBL courses, regardless of delivery method, reported positive perceptions of TBL, and commonly identified the course structure and teams as the most effective aspects of the course.
... Para dar respuesta a estas preguntas también es preciso partir de algún modelo que sugiera qué pautas de acción pueden ser relevantes. Trabajos anteriores han puesto de manifiesto la necesidad de tener en cuenta variables como la atención individualizada, el ritmo de la clase, la claridad de objetivos, el orden (Anderson, 1973;Silbergeld y otros, 1977Silbergeld y otros, , 1979Owens y Straton, 1980), los mensajes que da el profesor antes, durante y después de las tareas (Alonso y Sola, 1987) y el sistema de interacciones que promueve entre los alumnos Oohnson y Johnson, 1985), entre otras. ...
En el presente estudio, se adaptó y validó para la población venezolana el cuestionario Clima Motivacional de Clase -CMC-1- desarrollado en España por Alonso y García (1987) para alumnos cursantes de la tercera etapa de EGB -11 a 15 años-. Constituyeron la muestra 1690 alumnos, de ambos sexos, cursantes la tercera etapa de Educación Básica -7', 8° y 9° grados- y procedentes de 12 escuelas de Caracas -6 públicas y 6 privadas-. El análisis factorial detectó una estructura de 6 factores diferentes a la detectada en el estudio español.
... In this context, game mechanics are described as the core components that define gameplay, which is responsible for creating patterns of experience (Salen and Zimmerman, 2004). Although not every game mechanic might be similarly beneficial for every player type, the competition mechanic seems to provide the broadest appeal (Orji et al., 2018), whereby competition can be defined as a process that unfolds over mutually exclusive desirable game states (Johnson et al., 1986) and is characterized by an inverse relationship of goal attainment between at least two entities (Griffiths et al., 2016). It is argued that competition might be one of the most important factors for enjoying video games (Vorderer et al., 2003), and that games are essentially competitive by nature (Salen and Zimmerman, 2004). ...
The entity players compete with is an important element of competitive mechanisms. However, this crucial element is barely investigated within educational video games, as educational psychology research focuses mainly on supportive role models (e.g., pedagogical agents, intelligent tutorial systems). Nevertheless, the influence on learning must be explored, as interaction with an opponent might accompany the whole learning process. Thus, an experiment was conducted comparing three forms of social competition with an emphasis on external valid applications. More specifically, playing against a human competitive agent, playing against an artificial competitive agent, and playing against an artificial leaderboard were compared. Additionally, methods of adaptive difficulty adjustment were included within these groups to harness the potential of artificial systems. The results of the study (N = 102) revealed a beneficial effect of adaptive mechanisms on learning performance and efficiency. Furthermore, a difference in play behavior could be observed. The participants reported a lowered feeling of shame, increased empathy, and behavioral engagement when facing competitive agents. In contrast, calculations revealed no significant impact on mental strains by potentially demanding social competitors. These results highlight the potential for the future development of adaptive game systems and help choose the optimal implementation of social competition within different educational video games.
... Competitive goal structures have been criticized for discouraging students from helping one another to learn, for tending to set up a breaking order in the classroom and for establishing a situation in which low achievers have little chance of success [48,4,77]. Coleman noted that an individual student's in sport is strongly supported by other students because the sport hero brings glory to the team and the school, but those students encourage one another's academic achievements because in the competitive academic system, achievement brings success only to the individual [21,25]. ...
... Previous studies have reported that certain features of board games can create an autonomous learning environment which encourages role playing for experiential learning, engagement in goal-orientated motivation, acquiring knowledge of procedural rules and mechanisms, and social learning through player interaction [33][34][35][36] used in SSI-based learning. Juan and Chao (2015) designed a board game named "Green Building" which teaches students about the relationships between building, industry, and the environment through game feedback mechanisms [37]. ...
In learning based on socio-scientific issues, teachers primarily use role playing in situation learning to promote students’ knowledge and responsibility and to teach them how to reach a consensus in multirole scenarios. However, if participants only engage with the material from the perspective of having one role, they will ignore comprehensive information on said issue. Therefore, the roles students play during multirole situational learning lead to diversity biases in learning results. To help participants enhance their competencies related to issues and eliminate learning gaps, we developed an issue-based board game named Water Ark based on the following four design ideas: multirole simulation, reflective goal, systemic situation, and interactions of society. The results indicated that after playing the game, participants’ knowledge and responsibility regarding water resource adaptation improved significantly. Furthermore, the findings revealed that the gap between the learning outcomes of participants with different roles in the game was not statistically significant, except in terms of students’ personal willingness to act. Thus, these design ideas could improve the utility of board games for learning about socio-scientific issues with multirole scenarios.
... In education, different students usually have different potentials or learning abilities, and their abilities can be quickly improved by learning from each other. In particular, the group cooperative learning model is widely used in educational practice [14], [29]. Similarly, in swarms, different particles have different exploration and exploitation abilities in traversing the objective space. ...
In this article, a simple yet effective method, called a two-phase learning-based swarm optimizer (TPLSO), is proposed for large-scale optimization. Inspired by the cooperative learning behavior in human society, mass learning and elite learning are involved in TPLSO. In the mass learning phase, TPLSO randomly selects three particles to form a study group and then adopts a competitive mechanism to update the members of the study group. Then, we sort all of the particles in the swarm and pick out the elite particles that have better fitness values. In the elite learning phase, the elite particles learn from each other to further search for more promising areas. The theoretical analysis of TPLSO exploration and exploitation abilities is performed and compared with several popular particle swarm optimizers. Comparative experiments on two widely used large-scale benchmark datasets demonstrate that the proposed TPLSO achieves better performance on diverse large-scale problems than several state-of-the-art algorithms.
... Physical aggression entails a hostile intent to inflict physical violence, resulting in damage, injury, or discomfort on the victim (Berkowitz, 1962). On the other hand, competitive behavior is aimed at gaining relative advantage over the other party (e.g., through impeding others' goal pursuit) without necessarily involving a hostile intent and displays of violence (Deutsch, 1949;Johnson, Johnson, & Stanne, 1986). This distinction between competition and aggression is supported by previous work that has assessed both variables, with competitive-related stimuli focused on pitting participants' performance against each other and an orientation towards trying to win a game while aggression-related stimuli focused on violence and physically harming other players (Anderson & Carnagey, 2009;Anderson & Morrow, 1995). ...
It is well established that gratitude favours prosocial tendencies in neutral and amicable social interactions. Less is clear, however, about the role of gratitude in threatening situations that breed competitive impulses. As gratitude inhibits self-centred impulses and motivates a communal orientation, we predict and demonstrate that gratitude reduces competitive behaviour in threatening interactions. In Study 1 (N = 171), after emotion induction, participants went through the classic Trucking game paradigm, whereby a bogus opponent behaved in a competitive manner (i.e. closing the gate on them). Gratitude, as compared to joy and a neutral mood state, reduced participants’ competitive behaviour against the opponent. In Study 2 (N = 422), after losing to a bogus opponent on a self-relevant task, participants were given an opportunity to sabotage the opponent’s chances of winning a lottery. Individuals induced to feel gratitude showed less sabotaging behaviour than those in a neutral mood state. Importantly, this effect was only observed against a highly competitive, but not a neutral, opponent, suggesting that gratitude inhibits competitive behaviour only under high threat. Our findings suggest that gratitude is instrumental in arresting the competitive cycles from developing in threatening social interactions.
... También se favorece el trabajo en grupos o equipos, donde los participantes comparten tareas y responsabilidades, cooperan en redes, emprenden el diseño e implementación del proyecto y solucionan conjuntamente los problemas inherentes a su ámbito de desempeño, lo cual corrobora el planteamiento de otros investigadores (Alonso Tapia, 1991;Johnson y Johnson 1985;Coll, 2003), quienes han planteado y comprobado que del trabajo colaborativo se obtienen mejores resultados académicos que los realizados aislados o en un entorno competitivo. Con este planteamiento se facilita el aprendizaje individual, se respeta la capacidad y el ritmo personal por un lado y, a su vez, se atiende más al proceso del alumnado, en lugar de darle prioridad e importancia a la asignatura que se imparte. ...
En este trabajo se presenta una estrategia basada en el modelo didáctico integrador, que permite asociar las ciencias naturales y las ciencias sociales, respondiendo a las tendencias epistemológicas que abordan la enseñanza de las ciencias desde una óptica Ciencia-Tecnología-Sociedad. A través de esta estrategia integradora se busca que los estudiantes descubran las interrelaciones e interconexiones de sus conocimientos correspondientes a distintos espacios curriculares, orientándolos hacia un aprendizaje significativo. Para lograr tal objetivo, a partir de un diagnostico realizado a los estudiantes con relación a la asignatura Química Industrial y del Ambiente, se seleccionó el uso de herbicidas en la región andina de Mucurubá, Venezuela. Se trabajó con una muestra de 8 estudiantes, cursantes del octavo semestre de la Escuela de Educación, mención Ciencias Físico Naturales. Los resultados obtenidos fueron satisfactorios
ទស្សនាវដ្ដីស្រាវជ្រាវកម្ពុជាសម្រាប់ការអប់រំ និងស្ទែម
Cambodian Journal of Education and STEM
Los planes de los grados universitarios a menudo comprenden asignaturas que, debido a su gran carga teórica, requieren de una buena planificación de su estudio por parte de los alumnos. Sin embargo, en muchos casos, la falta de oportunidades para autoobservar el propio aprendizaje con anterioridad al examen final, unida a la escasez de destrezas de autorregulación, de las que carecen muchos de nuestros estudiantes, impiden que esto sea posible. El presente artículo recoge los resultados de una experiencia llevada a cabo en el curso 2019/2020 con una muestra de 31 estudiantes de tercer curso de la asignatura de «Historia y análisis de la música del Clasicismo» del Grado en Historia y Ciencias de la Música y Tecnología Musical de la Universidad Autónoma de Madrid. La experiencia está encaminada a desarrollar, mediante el trabajo en grupo, habilidades de auto- y co-rregulación. Consistió en el diseño, realización y corrección en grupo de un examen de los contenidos impartidos hasta el momento. Para evaluar su efectividad, se recurrió a una metodología cuantitativa (a través de los datos numéricos extraídos de cuestionarios a los alumnos y las calificaciones obtenidas) y una cualitativa (mediante la observación directa del profesorado). Los resultados de los cuestionarios a los alumnos mostraron que la mayoría valoran muy positivamente este tipo de actividades grupales que les ayudan a tomar conciencia de sus conocimientos y a planificar mejor su proceso de aprendizaje.
From Assessment to Feedback addresses the need for practical and enriching literature on assessment and feedback in language teaching and learning. De Florio documents research-based forms of assessment and feedback in a succinct and accessible way, as the basis for classroom-oriented procedures in foreign/second language teaching. The multiple TEFL Examples lend themselves to direct use in language classrooms but can be easily adapted to other subject matters too. This book is divided into three parts – prerequisites, formative feedback, and summative feedback – promoting clear understanding. Each chapter ends with a 'Review, Reflect, Practice' section to summarise the chapter's content and facilitate the concrete application of these practice-oriented suggestions. Language teachers, other educational professionals, and teacher education students will benefit from this evidence-based research.
En este texto se muestran nueve experiencias desarrolladas por docentes de la Universidad de Boyacá consideradas exitosas porque a través de estas se pudo lograr una mayor efectividad en el proceso de enseñanza y aprendizaje, estas didácticas permiten abordar el conocimiento de forma innovadora.
In the 2000s, several design researchers began to investigate the links between emotional issues and design. For example, the designers’ responses to the external environment or stimulants are included in the design process. Despite this theoretical basis, not much research has examined how emotions alter the design process. Junior design students struggle to comprehend information from things that have many human interactions. These concepts should be introduced to junior design students’ design processes and influenced in their design processes. But no effective solutions to these issues have been discovered. Despite this theoretical basis, not much research has examined how emotions alter the design process. Junior design students struggle to comprehend information from things that have many human interactions. These ideas should be introduced to junior design students’ design processes and manipulated in their design processes. But no effective solutions to these issues have been discovered. So this research aims to explore ways to help junior design students control their emotions during the design process. Practical recommendations may aid them, but their components must be defined. So, realistic ways to get junior design students to learn these rules should be investigated. Empirical research was undertaken to gather quantitative and qualitative data for future analysis. To test the suggested design principles, 30 junior undergraduate participants were given a mobile app that tracked their emotions. Their creative skills and emotional management were tested. The research showed how junior design students may incorporate emotion into their work.KeywordsEmotionCreativityEmotional managementDesign learningDesign process
La obra expone los diferentes modelos de marketing (mezclas de mercadotecnia), así como las estrategias en cada variables, además estos modelos son aplicados a casos concretos para ejemplifiar su aplicación
The social changes, which happened in the second half of the 20th century and they have stil lbeen happening now, significantly influence the performance of the parental role. For this reason, it is natural that these changes in social conditions have an impact on the educational acting of parents. Family is part of a broader social context with many social connections and relationships. Thus, factors of the broader social environment at the micro-, meso-, exo-, and macro environment levels influence the parental role. In addition, different life and transactional experiences (developmental, situational) modify the parental role and the relationship between family and environment. The article aims to clarify the determinants of the current family role, today`s form of relationships between parents and children, and the changing patterns of the mutual relationship between parents. The article also focuses on parents` tendency to have a more liberal attitude to their children. It points to parents` over-protectiveness and tendency to transfer the responsibility for education to school and educational institutions.
„A gyerekek hajlamosak jobban élvezni a tanulási folyamatot és jobban végezni a feladatokat, hogyha intrinzik módon motiváltak, mintha extrinzik módon próbálják őket valamilyen teljesítményre rábírni.” (Amerikai Pszichológiai Társaság, 2019). Nyelvtanárként több alkalommal is indítottam 4-6 évesekből álló idegennyelvi csoportokat. A munkám során azzal a problémával szembesültem, hogy vannak olyan szülők, akik ragaszkodnak ahhoz, hogy jelen lehessenek a gyermekük idegennyelvi fejlesztésén, mivel úgy gondolják, hogy a jelenlétükkel bátorítóan hatnak a gyermekükre, aki ezáltal a lehető legtöbb tudással fog gyarapodni a nyelvórákon. Engem meglepett ez az igény, mert az volt a tapasztalatom, hogy a szülői jelenlét ennél a korcsoportnál már inkább hátráltatja a gyerekek kibontatkozását a társaik között és ezáltal negatívan befolyásolhatja az idegennyelvi fejlődést. Emiatt kismintás terepkutatásba kezdtem, indítottam két 4-6 év közötti gyerekekből álló csoportot. Az első csoport esetében csak a gyerekek, a második csoport esetében a gyerekek és a szülők is jelen voltak a gyermekek nyelvi foglalkozásain. A kutatás alatt megfigyeltem a két csoport tanulási folyamatát, a csoporttagok viselkedését és motivációját, a különböző tevékenységeken történő részvételhez kapcsolódóan, és mértem a tudásuk gyarapodását.
Schools are dynamic environments surrounded by static brick and mortar. Schools are a complex entanglement of systems clinging to normalcy led and composed of individuals seeking growth and progress. There is constant turnover as students move through the systems, gaining mastery, seeking support, and receiving guidance. Employees similarly move often as they change roles and responsibilities, as cultures emerge and evolve, and as individuals retire, are hired, or move on to other positions, commonly referred to as “job rotation.” This constant change affects a school’s culture and climate as each is achieved through sustained efforts. When change is present within the school leadership, specifically those identified as assistant principals within their organizational hierarchy, the impact on school culture may be even more dramatic than the effects felt with the turnover of students and teachers.
El presente artículo de reflexión, enfocado a los gestores de instituciones educativas, quienes se han dado cuenta de la competencia saturada de productos (creación de más instituciones de educación superior desde niveles técnicos hasta de investigación), es necesario diferenciarse del resto de las demás. Esta diferenciación, no solamente se dará a través de la oferta que tenga cada institución, también la diferenciación se dará con valor de marca, la filosofía institucional y del modelo educativo aplicado en el servicio de enseñanza ofrecido. Desde la perspectiva propuesta pretende de integrar 10 P en la Mezcla de Mercadotecnia Educativa, debido a que se trata de considerar que las partes interesadas (Stakeholders), como los docentes, alumnos, padres de familia, los reclutadores, empresarios y científicos, exigen un cambio real dentro de la industria de servicios, en especial en la industria de la educación, hacia un uso más conectado y estratégico del marketing de asociación como una nueva herramienta eficaz en el marketing mix. Con base en el modelo de las 4 P de McCarthy, de las 7 P de Booms y Bitner y de las 9 P de Law, se explica cada una de las P que integran la Mezcla de Mercadotecnia Educativa agregando la P correspondiente al Proceso EnseñanzaAprendizaje o Modelos Educativo que diferencia a la empresa ( la escuela o universidad micro, pequeña, mediana o grande), de su competencia directa o indirecta (institución pública, privada o social) y desde su enfoque educativo (rural, comunitario o indígena; teleeducación, técnica o de capacitación para el trabajo; universitaria o técnico superior universitario; científica o corporativa; religiosa o laica).
El presente artículo de reflexión, enfocado a los gestores de instituciones educativas, quienes se han dado cuenta de la competencia saturada de productos (creación de más instituciones de educación superior desde niveles técnicos hasta de investigación), es necesario diferenciarse del resto de las demás. Esta diferenciación, no solamente se dará a través de la oferta que tenga cada institución, también la diferenciación se dará con valor de marca, la filosofía institucional y del modelo educativo aplicado en el servicio de enseñanza ofrecido. Desde la perspectiva propuesta pretende de integrar 10 P en la Mezcla de Mercadotecnia Educativa, debido a que se trata de considerar que las partes interesadas (Stakeholders), como los docentes, alumnos, padres de familia, los reclutadores, empresarios y científicos, exigen un cambio real dentro de la industria de servicios, en especial en la industria de la educación, hacia un uso más conectado y estratégico del marketing de asociación como una nueva herramienta eficaz en el marketing mix. Con base en el modelo de las 4 P de McCarthy, de las 7 P de Booms y Bitner y de las 9 P de Law, se explica cada una de las P que integran la Mezcla de Mercadotecnia Educativa agregando la P correspondiente al Proceso EnseñanzaAprendizaje o Modelos Educativo que diferencia a la empresa ( la escuela o universidad micro, pequeña, mediana o grande), de su competencia directa o indirecta (institución pública, privada o social) y desde su enfoque educativo (rural, comunitario o indígena; teleeducación, técnica o de capacitación para el trabajo; universitaria o técnico superior universitario; científica o corporativa; religiosa o laica).
A través de este trabajo se estudia la percepción sobre el evento denominado “Un día sin
mujeres en México”, el cual aborda el tema haciendo un análisis por cuartiles ante
afirmaciones de percepción de beneficio social, intencionalidad, sentido de justicia y
beneficio personal que los universitarios detectan durante el evento. Es un estudio descriptivo de corte transversal y enfoque cuantitativo, realizado en una población de estudiantes universitarios en el nivel de licenciatura. Se evidenció que el 61.7% de las mujeres tienen una percepción de justicia calificada en el cuartil más alto, el 56.1% de los hombres lo califica de justo dentro del mismo apartado. Entre los principales resultados cabe destacar que, en la percepción de los participantes, el movimiento no resuelve el problema la evaluación de mujeres 5.33, la de los hombres 4.3 y promedio de 4.82. Solo 6 de cada 10 mujeres y un poco más de la mitad de los hombres perciben buena intención en el movimiento. 63.6% de las mujeres y 53.3% de los hombres declaran que afecta económicamente.
In order to maximize student access to microcomputers, teachers have assigned students to work at the computer in groups. There is little empirical evidence, however, to indicate the effect of grouping students on the social and instructional interactions that occur within those groups. Twenty learning-handicapped and twenty nonhandicapped boys from upper elementary grades participated for 10 minutes, three times per week for a 4-week period on a mathematics problem-solving task. Students worked in three different configurations: individually, with a handicapped partner, and with a nonhandicapped partner. All sessions were videotaped and interactions that occurred were assigned to categories using an observational instrument. Results indicated that nonhandicapped students behaved differently in heterogeneous dyads and homogeneous dyads. In heterogeneous dyads they made more management comments and used the computer rather than their partner as a resource. The task-related behavior of learning-handicapped students was similar in both configurations. As the task became more difficult, instructional behavior increased in all dyads. In all dyads, interactions were primarily task-related and positive in tone.
Intercultural communication is a fundamental aspect in EFL classrooms since language teaching (LT) classrooms have tended to provide learners with environments to improve their cultural awareness and intercultural communication in the academic discourses. Researches of both spoken and written discourses have demonstrated that linguistic phenomena are related to their society and culture. The present paper is concerned with the impact of using collaborative technologies to create a relaxed and open atmosphere for language learning, increase retention of cultural background knowledge and stimulate both creative and critical thinking during language classrooms at Kazakh Ablai Khan University of International Relations and World Languages. This paper outlines the culture-aware collaborative technologies founded on task-based approach within a discourse view of language, culture and communication, and presents the findings on how those culturally sensitive communication tasks in foreign-language teaching can influence people to succeed in collaboration with the target language users in a sociocultural context. The initiatives to create an intercultural environment and encourage effective intercultural collaboration in EFL classrooms has a positive impact on language learners’ personal and professional development, with greater understanding of social and cultural issues, ethical awareness and intercultural communication.
Robotics education has received an increasing attention in recent years as a means to build students' motivation, team collaboration skills, and other valuable 21st century competencies. Yet there is a lack of experimental studies to investigate and identify strategies to facilitate robotics education. This study adopted a 2 × 2 quasi‐experimental design to investigate two strategies: the incorporation of augmented reality (AR) and the introduction of competition in robotics activities. Students' robotics task performance, team collaboration processes, 21st century learning competencies and learning motivation were measured as dependent variables. The results indicated that AR significantly improved students' motivation, team processes, and 21st century competencies. Moreover, the effects of AR were more pronounced with the competition groups. Implications are drawn to provide guidelines on the use of AR and competition in robotics education.
Lay Description
What is currently known about the subject matter?
• Robots in education have been recognized as an effective approach to enhance learning competencies.
• The benefits of AR in learning gains and motivation.
What their paper adds to this?
• To design robotics curricula that can be used in middle schools.
• To understand what middle school students can learn from the robotics curricula.
The implications of study findings for practitioners
• How to utilize AR in robotics education.
• What are the structure and pace of robotics curricula for middle school students?
Este relato teve por objetivo analisar como a participação de alunos de licenciatura em Química em atividades de um Clube de Ciências contribuiu para sua formação inicial. Focaram-se os relatos escritos dos estudantes de licenciatura em Química sobre como a elaboração e a aplicação de atividades de ensino agregaram para sua própria formação docente. Os licenciandos participaram da elaboração e aplicação de atividades de ensino em 16 reuniões de um Clube de Ciências de uma escola pública localizada em São José do Rio Preto, interior de São Paulo. A partir de uma perspectiva sociocultural, os excertos dos relatos evidenciam que aspectos emocionais positivos resultantes da participação dos licenciandos nas atividades no Clube de Ciências são fundamentais para a formação inicial. Além disso, os licenciandos também apontaram aspectos qualitativos diferenciados na interação com os estudantes de ensino básico como elemento central para sua formação e também como poderiam utilizar melhor as atividades de experimentação. Evidencia-se que as atividades em Clubes de Ciências possibilitam vivências singulares que também viabilizam a formação inicial de professores de Química.
In the post-modern glocal society, with an economy of continuous training generated by a trans-human technological expansion, we are witnessing an informative consumerism and a capitalism of knowledge that produces a socio-economic co-evolution. The complex idiomatic locution flipped inclusion, introduced in the descriptive-transformative experimental research at the University of Salerno from 2014, crosses, declines, and transposes the concept of inclusion as a social construct in an ecological-systemic perspective and the logic of flipped learning in a systemic learning perspective – learning organization, learning of society, lifelong learning.
This chapter aims to examine competition as a contemporary phenomenon in Western everyday life and as a component in human existence. After having discussed whether competition is a natural phenomenon, three questions lead the way. First: What are the presuppositions of competition? Topics dealt with here are self-interest, human individuality and freedom, the herd instinct and the need to compare oneself with others, inequality and equality, scarcity, and rules. Second: What are the characteristics of the unfolding of competition? On the positive, individual side, the issues are competition’s intrinsic value, competition and mastering and competition and motivation; on the negative side are questions of aggression, hostility, anxiety, and danger and risk. Collectively, competition oscillates between aggression and respect for persons. Fellowship among rivals in a competitive context and competition and entertainment are also dealt with. Third: What are the consequences of competition? To many humans competition equals success, but this correlation is not confirmed by empirical research. In many contexts competition is negatively correlated to performance. In other contexts, however, there is a positive correlation, for example, in sport and the economy. In cultures where there is an affinity toward working in groups, collaboration and performance are also linked positively. The focus is on what can serve everyone, not only the individual. This positive collaborative perspective, however, appears less attractive in an individualistic and self-interested context. Other consequences dealt with in this chapter are questions of competition and power, competition and personal relationships, the consequences of a competitive praxis to health, and how competition influences society in a more overarching way.
This chapter describes the experience and lessons learned from a University of Texas at Austin course on building information modeling (BIM) designed to educate next‐generation architecture, engineering, and construction (AEC) professionals to understand BIM and use an existing building information model in plan execution for a building construction project. It introduces the course organization and deployed educational modules, and presents lessons learned to date from the teaching experience. BIM is cross‐listed with both graduate and undergraduate‐level codes. BIM has been gaining wide acceptance and recognition, as AEC professionals face a new transition from computer‐aided design to BIM. The chapter discusses the detailed course design and instructional approaches. It also discusses the statement of alignment of an example module on design coordination, lecture overview, hands‐on sessions descriptions, mock design coordination description, and assignment overview. Project‐based learning provides students with real‐world problems and active learning experiences by encouraging self‐directed learning and critical thinking throughout the course.
This quantitative research utilized quasi-experimental method using pre-test-post-test one group design. A group of first year Bachelor of Science in Information Technology (BSIT) students of STI College Cotabato who were enrolled in Comarts 1 underwent the pre-test in four grammar areas. An intervention was conducted before the post-test was administered. Results showed that the grammatical competence of the students had improved. This improvement was indicated by the significant difference in their pre-test and post-test mean scores. Subject-verb agreement had the highest mean gain score followed by tenses of verbs. On the other hand, voices of verbs had the lowest mean gain score. The significant differences were attributed to the treatment which was the use of cooperative learning activities. Recommendations were given in the paper.
Aim: Many factors affect learning outcomes, however studies comparing the effectiveness of different clinical teaching methods are limited. We utilize the list of influences on educational achievement compiled by John Hattie to inform a meta-analysis of learning effect sizes (ESs) associated with teaching-learning factors (TLFs) in clinical education.
Methods: A literature search was conducted in PubMed to identify articles examining clinically relevant TLFs. Selection criteria were applied to identify learner-focused studies, with subsequent categorization by study design (pretest–posttest or controlled group). The Cohen’s ES (d) for each TLF was extracted and a pooled ES determined.
Results: From 3454 studies, 132 suitable articles enabled analysis of 16 TLFs’ ESs. In general, ESs derived from pretest–posttest data were larger than those from controlled group designs, probably due to learner maturation effect. The TLFs of mastery learning, small group learning and goal settings possessed the largest ESs (d ≥ 0.8), while worked examples, play programs, questioning, concept mapping, meta-cognitive strategies, visual-perception programs and teaching strategies demonstrated ESs between 0.4 and 0.8.
Conclusions: This is the first study to provide a rigorous and comprehensive overview of the effectiveness of TLFs in clinical education. We discuss the practical traits shared by effective TLFs which may assist teaching design.
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