Student Learning
Nationwide discussion within the last ten years on the subject of education has given considerable attention to the ideal means of evaluating pupil learning. Ever more intense deliberations are being carried out regarding how to determine the aspects undergraduate learners learn in the course of their degree program. The engineering program has emerged at the learning curve’s head (Breslow, Lienhard, Masi, Seering, & Ulm, 2008).
Pupils have feelings which may positively or negatively impact their learning, to the same extent as skill, efforts or knowledge. Motivated pupils show much greater likelihood to learn; further, motivation may be impacted greatly by how learners feel. Maslow’s 1943 need hierarchy theory cleverly explains this idea. While self- actualization is situated at the peak of this model, the theorist contends that the requisite drive to achieve self- actualization will surface only after the fulfilment of the prior four more essential and elementary needs, which are: physiological needs; security/ safety needs; belongingness; and self- esteem (Rust, 2013).
Learners’ outlook towards, and beliefs regarding, knowledge influence their learning. Numerous evidently divergent stands exist in this regard, which may be arrayed in the form of a cognitive and intellectual developmental hierarchy. Experience and education will probably facilitate the pathway leading across the aforementioned relevant stands. Ever since William Perry’s first ideas, multiple theoreticians have described and organized these stands in their own, somewhat...
Bibliography
Breslow, L., Lienhard, J., Masi, B., Seering, W., & Ulm, F. (2008). How Do We Know if Students are Learning? Massachusetts Institute of Technology.
Cross, K. P. (2012). WHAT DO WE KNOW ABOUT STUDENTS' LEARNING AND HOW DO WE KNOW IT? In C. Conrad, & J. Johnson, College andUniversity Curriculum: Placing learning at the epicenter of courses, programs and institutions (pp. 700–708). Boston: Pearson Custom Publishing.
Rust, C. (2013). What do we think we know about student learning, and what are the implications for improving that learning? Oxford Brookes University.
The ten major differences between the Medieval/Renaissance University and matriculation into college, in fact, were: gender, availability, language, curriculum focus, study/work expectation, finances, instruction/tutorial, testing/exams, overall function in society, and post-graduation expectations. These are outlined in Table 1. Issue Medieval/Renaissance Modern Gender Roles Males only, students and faculty Male dominated until late 19th, early 20th century Educational Availability For only the very wealthy or those with a patron or scholarship Post-World War II available to the masses Languages Most courses taught
Curriculum The learning and skills sector (LSS) is an Essential part of educational development in the United Kingdom. For many years this educational program faltered and was not taken seriously. However in recent years Legislators in the UK have dedicated a great deal of time and resources to improving LSS. According to Maxwell (2009) The Learning and Skills Sector (LSS) in England is diverse, comprising further education (FE) colleges, sixth-form colleges, personal
Student Learning: As the society has focused on relegating learning to one percentage score or letter grade for sorting and ranking students, learning is a complex process. Nonetheless, evaluating or assessing student learning has become more complicated because of the increase in the dealing with the purpose behind evaluating student learning. In the past few years, several types of assessments have been developed as part of evaluating student learning in
Accountability Student Learning Accountability Plan K-12 Learning Staff Responsibility for Enhancing Student Learning In a K-12 educational setting, staff are tasked with the responsibility of enhancing student learning to the best of their ability. There are many factors that impact student learning, including curriculum, student evaluation, teacher training and classroom environment (Webb & Norton, 2002). Each of these factors is a measurable component of the K-12 learning environment. It is important when assessing the
culture affects the way students learn mathematics, and how different cultures learn differently. Students in Korea and Japan learn differently than students in the United States for a number of reasons. Statistically, Asian students seem to do better at mathematics than American children do, and they way they learn their mathematics at an early age may be on reason this is so. Identification and Investigation US students often show lower test
Post-secondary education would benefit from a Pan-Canadian plan to assess the impact of e-learning initiatives. It is important that instructional design match the goals and potential of e-learning. Research is needed to determine the feasibility and effectiveness of such things as learning objects and multimedia applications. Properly implemented computer mediated communication can enrich the learning environment; help reduce low motivation and feelings of isolation in distance learners. E-learning appears to be more effective in
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