No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Aligning Learning Outcomes with Learning Process
Abstract
Aligning learning outcomes with learning process is crucial in designing outcome-based education framework. Models of teaching are specific instructional strategies intended to produce specific outcomes. Different families of models of teching help a teacher to use appropriate teaching models suitable for acquiring specific outcomes. Selcetion of appropriate methods of teaching is also critical in designing a curriculum framework using OBE Methods of teaching are divided into didactic, socratic and facilitative methods considering the role of instructor and learners. Didactic methods are more teacher centric and methods like lecture, socialized recitation, advance organiszer model and story telling methods are examples of didactic methods. Socratic methods encourage teacher pupil interaction in the classroom while facilitative methods look for more role of students and teachers role as facilitator. Judicious use of different methods and models of teaching relevant to the learning outcomes ensures alignment of learning outcomes with learning process.
... Singh & Thurman, 2019). This mode of learning encourages collaboration, creativity, and teamwork, aligning with modern educational goals (Noushad, 2024;Hoi et al., 2021). Moreover, it allows educators to tailor content to diverse learning styles and preferences, contributing to improved learning outcomes (Chan et al., 2021). ...
Background: The rapid adoption of technology in education has transformed the teaching and learning process, shifting from traditional classroom settings to hybrid environments that combine in-person and online learning. Microsoft Teams has become a prominent platform in digital learning, particularly during the pandemic, yet its sustainability in supporting long-term educational goals remains underexplored.Aim: This study aims to evaluate the sustainability of Microsoft Teams in digital learning environments through the perspectives of mathematics teachers in Surabaya.Methods: A quantitative-descriptive analytical approach was adopted. Data were collected via an online questionnaire involving 83 mathematics teachers from the Community of Mathematics Teachers (MGMP) in Surabaya. The survey examined task technology fit (TTF) and the use of Microsoft Teams’ LMS in teaching practices. Descriptive statistical analysis was performed using SPSS 26 to assess the validity and reliability of the questionnaire.Results: The findings indicate that mathematics teachers generally hold a positive perception of Microsoft Teams' sustainability in supporting digital learning. Task technology fit (TTF) significantly influenced teachers' views on the platform's effectiveness, productivity, and its impact on their teaching performance and students' outcomes. However, challenges such as technical issues and varying levels of digital literacy impacted its full potential.Conclusion: The study concludes that incorporating Microsoft Teams as a core component of the education curriculum is vital for its long-term sustainability in digital learning environments. Recommendations include addressing existing challenges to optimize its usage and enhance its role in future educational practices.
Reviews research on the achievement effects of cooperative learning instructional methods, in which students work in small groups to learn academic materials. Methodologically adequate field experiments of at least 2 wks' duration in regular elementary and secondary schools indicate that among cooperative learning methods in which students study the same material together, only methods that provide group rewards based on group members' individual learning consistently increase student achievement more than control methods. Cooperative learning methods in which each group member has a unique subtask have positive achievement effects only if group rewards are provided. Group rewards and individual accountability are held to be essential to the instructional effectiveness of cooperative learning methods. (48 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The word 'project' is perhaps the latest arrival to knock for admittance at the door of educational terminology. Shall we admit the stranger? Not wisely unless two preliminary questions have first been answered in the affirmative: First, is there behind the proposed term and waiting even now to be christened a valid notion or concept which promises to render appreciable service in educational thinking? Second, if we grant the foregoing, does the term "project" fitly designate the waiting concept? Because the question as to the concept and its worth is so much more significant than any matter of mere names, this discussion will deal almost exclusively with the first of the two inquiries. It is indeed entirely possible that some other term, as 'purposeful act', for example, would call attention to a more important element in the concept, and, if so, might prove superior as a term to the word 'project'. At the outset it is probably wise to caution the reader against expecting any great amount of novelty in the idea here presented. The metaphor of christening is not to be taken too seriously; the concept to be considered is not in fact newly born. Not a few readers will be disappointed that after all so little new is presented. A little of the personal may perhaps serve to introduce the more formal discussion. In attacking with successive classes in educational theory the problem of method, I had felt increasingly the need of unifying more completely a number of important related aspects of the educative process. I began to hope for some one concept which might serve this end. Such a concept, if found, must, so I thought, emphasize the factor of action, preferably wholehearted vigorous activity. It must at the same time provide a place for the adequate utilization of the laws of learning, and no less for the essential elements of the ethical quality of conduct. The last named looks of course to the social situation as well as to the individual attitude. Along with these should go, as it seemed the important generalization that education is life—so easy to say and so hard to delimit. Could now all of these be contemplated under one workable notion? If yes, a great gain. In proportion as such a unifying concept could be found, in like proportion would the work of presenting educational theory be facilitated; in the same proportion should be the rapid spread of a better practice. But could this unifying idea be found? Here was in fact the age-old problem of effective logical organization. My whole philosophic outlook had made me suspicious of so-called 'fundamental principles'. Was there yet another way of attaining unity? I do not mean to say that I asked these questions, either in these words or in this order. Rather is this a retrospective ordering of the more important outcomes. As the desired unification lay specifically in the field of method, might not some typical unit of concrete procedure supply the need—some unit of conduct that should be, as it were, a sample of life, a fair sample of the worthy life and consequently of education? As these questionings rose more definitely to mind, there came increasingly a belief—corroborated on many sides—that the unifying idea I sought was to be found in the conception of wholehearted purposeful activity proceeding in a social environment, or more briefly, in the unit element of such activity, the hearty purposeful act.
As a classroom organization and instructional method, cooperative learning merits serious consideration for use in thinking classrooms. Cooperative learning is more than just groupwork. In traditional group learning, students work in groups with no attention paid to group functioning, whereas in cooperative learning, group work is carefully prepared, planned, and monitored. Four key thinking strategies in cooperative learning are: problem solving, decision making, critical thinking, and creative thinking. Most research studies have found that cooperative learning is more effective than other modes of instruction for higher level thinking tasks, although this has not been the case in all studies. A number of theoretical perspectives (and associated cooperative learning activities) underlie work in cooperative learning, such as social psychology (Jigsaw technique), developmental psychology (Cooperative Controversy, Pairs Check), cognitive psychology (MURDER--Mood, Understand, Recall, Detect, Elaborate, and Review), motivation theory (STAD--Student Teams Achievement Divisions), multiple intelligences theory (Talking Chips), humanistic psychology (group investigation), and global education/moral values education. Cooperative learning can support an environment in which students feel encouraged to take part in higher order thinking. (Contains 59 references, and 3 figures and 3 tables illustrating aspects of cooperative learning.) (RS)
Bringing together peer teaching and collaborative learning, this book presents many specific ideas for elementary teachers to use in their classrooms and explains the principles behind the practices. Six diverse scenarios are presented which represent real experiences of teachers and their students at work in successful peer-learning classrooms. Sections of the book include: (1) "How Some Teachers Use Peer Tutoring"; (2) "Peer Teaching and Collaborative Learning"; (3) "Peer Program Organization"; (4) "How to Get Started"; (5) "How to Use the Evaluation Forms"; (6) a review of research and research in progress; and (7) "Conclusions and Implications." A 57-item bibliography is attached. (RS)
This book is about competition, cooperation, and individualistic effort, and gives you, the teacher, an easier, more productive, and more enjoyable approach to teaching by combining theories of social psychology and classroom practice.
The authors discuss with you a method for systematically using cooperative, competitive, and individualistic learning in the classroom. They help you with strategies for selecting and implementing these goal structures effectively, and they include methods for monitoring and evaluating interactions between students.
The material in this book can help you to implement appropriate goal structures in your instructional program. You can expect higher achievement, more positive attitudes, and greater social skills for your students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Mental models are the conceptual and operational representations that humans develop while interacting with complex systems. Being able to reliably and validly operationalize users' mental models will help us to assess advanced knowledge and problem solving skills acquired while interacting with constructivist learning environments. Additionally, understanding effective and ineffective models will provide us advice for designing the kinds of scaffolding, modeling, and coaching that should be included in learning environments to support effective mental model deveelpment. This paper describes an initial study assessing the mental models of novice and experienced refrigeration technicians.
The process of education
- J Bruner
The play way: An essay in educational method
- C H Cook
- CH Cook
Teaching social studies in secondary schools
- A C Bining
- D H Bining
Cases and controversy: A guide to teaching public policy issue series
- D W Oliver
- J P Shaver
Strategies for teachers: Information processing models in the classroom
- P D Eggen
- D P Kauchak
- R J Harder
The project method in teaching
- J A Stevenson
The peer tutoring handbook: promoting co-operative learning. Brookline Books
- K J Topping
Peer teaching: To teach is to learn twice
- N Whitman
- D F Jonathan
Social studies for children in a democracy
- J U Michaelis
- JU Michaelis
The art of thought. Harcourt, Brace and Company
- G Wallas
Cooperative learning: A multi-structural approach
- B Andrini
- S Kagan
The play way: An essay in educational method. Frederick A Stokes company
- C H Cook
Educational psychology for teachers
- A Crow
- L D Crow
Teaching physical education
- M Mosston
- S Ashworth
The classroom society: The construction of education
- H Thelen