Introducing cooperative learning: students’ attitudes towards learning and the implications for self-directed learning

AbstractThis article reports on research that aims to enhance self-directed learning by introducingcooperative learning strategies. The two-fold aim of this research was firstly to determinewhether the implementation of cooperative learning in a Computer Application Technologyclass of first-year students contributed to positive attitudes towards learning, and secondly,whether students’ attitudes towards learning, after completion of the cooperative learningintervention, related to their self-directedness. We conclude that the implementation ofcooperative learning in a Computer Application Technology first-year class positivelycontributes to students’ attitudes towards learning and their attitudes towards learningrelated to their perceived self-directed learning (SDL) readiness

The relationship between keyboarding skills and self-regulated learning

Keyboarding as writing apparatus is an essential skill in the technological era and more selfregulated learners perform better in keyboarding than less self-regulated learners. In order to indicate this, students registered at the Faculty of Arts for a compulsory keyboarding and word-processing course completed a questionnaire to identify both more and less self-regulated learners. From the literature it is deduced that keyboarding has become a necessary skill for writing in a technological era. The results of the empirical study indicated that self-regulated learners performed better in keyboard skills tests than less self-regulated learners. South African Journal of Education Vol. 26(2) 2006: 281–29

Eeney, Meeney, Miney, Mo? Selecting a First Programming Language

Abstract. This study established a list of criteria to select a first programming language. We used a literature study to create criteria for developing thinking and programming skills, student appropriate programming learning environments, new tendencies in programming, practical programming issues, affordability, training and resources, and general-purpose programming. An empirical study verified the validity of selection criteria identified

¿El empleo de nuevas herramientas en el aula virtual pueden mejorar el rendimiento de los alumnos de cálculo?

Este trabajo surge como parte del Proyecto “Propuesta de innovación metodológica para la enseñanza de la Matemática con modalidad no presencial en carreras de Ciencias Económicas”, aprobado y financiado por el Consejo de Investigaciones de la Universidad Nacional de Tucumán (CIUNT).El creciente empleo de las TIC está modificando nuestros hábitos, produciendo efectos en el entorno social y cultural. Por ello, sin sustituir la enseñanza presencial, se propuso a los alumnos el empleo de la enseñanza virtual como complemento de la presencial para las clases de Cálculo Diferencial e Integral. La idea fue promover la realización de actividades complementarias que favorezcan la adquisición de aprendizajes significativos, haciendo uso de la metodologíab-learningo enseñanza semipresencial. Por medio del Aula Virtual se fomentó la participación de los alumnos en los temas de enseñanza a través de videos, investigación en sitios Web, al mismo tiempo que se los invitó a participar en Foros, a construir una Wiki, un Glosario y a utilizar Cmap Tools. El objetivo fue establecer si estas nuevas actividades virtuales tuvieron alguna incidencia en el rendimiento de los alumnos. Para ello se analizaron sus respectivas intervenciones en el Aula Virtual, las opiniones por ellos vertidas en una encuesta y las calificaciones obtenidas. Se observó que el Aula Virtual sirvió como facilitadora de materiales de aprendizaje permitiendo una adecuada organización y seguimiento de la asignatura, posibilitando además una evaluación diferente. Se pudo establecer una relación favorable entre la activa participación en las actividades virtuales y el rendimiento de los estudiantes

¿La instrumentalización de controles de lectura en el aula virtual puede ayudar a mejorar el aprendizaje del cálculo?

El creciente empleo de las TIC’s está modificando nuestros hábitos, produciendo efectos en el entorno social y cultural. Por ello, sin sustituir la enseñanza presencial, pensamos en el desarrollo de la enseñanza virtual como complemento a la docencia. Planteamos como objetivo promover el uso del Aula Virtual existente en nuestra Facultad, bajo la hipótesis de que el empleo de recursos de aprendizaje en línea puede servir para mejorar los conocimientos de los alumnos. A través del Aula Virtual, los estudiantes accedieron a Controles de Lectura consistentes en una serie de preguntas y ejercicios sobre temas del Cálculo, intentamos de esta manera crear nuevos hábitos de estudio en nuestros alumnos y nuevas formas de evaluarlos. Como marco teórico se utilizaron los aportes que a la teoría constructivista realizaron Piaget, Vigotsky, Ausubel y otros. Entendemos que la evaluación tiene que considerarse como un conjunto de actividades programadas, para así recoger información con el propósito de introducir en el proceso educativo las correcciones necesarias. Utilizamos procedimientos de la estadística descriptiva para clasificar y organizar los indicadores cuantitativos y procedimientos de la estadística inferencial para interpretar las magnitudes a estudiar. La ejecución de esta propuesta creó hábitos de estudio en el alumno, generó cambios a favor de la educación virtual en particular y de la calidad del proceso educativo en general

Principals’ involvement in the career development of female teachers: a case study in South Africa

Career planning is an important aspect of Human Resource Development and Management. This research is centered on the question as to whether school principals in South Africa fulfill their management role with respect to the career development of female teachers. The results indicate that principals rated their involvement in the career development of female educators relatively high, whereas female educators do not experience the principals to be supportive in terms of the identification of career weaknesses and strengths, the availability of career development programs and opportunities or support in terms of discussions and planning on career development. Principals nevertheless are of the opinion that adequate career development programs for female teachers are lacking at their schools and that they themselves do not adequately accommodate the fact that career paths for women differ from those of men. It is recommended that Departments of Education should place more emphasis on the professional development of school principals in order for them to be able to focus on the career development of female teachers at their schools. It should focus on all aspects of female educators’ career development.http://businessperspectives.org/component/option,com_journals/task,journal/id,3/Itemid,74/http://businessperspectives.org/component/option,com_journals/task,journal/id,3/Itemid,74

Self-directed multimodal learning in higher education

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard

Self-directed multimodal learning in higher education

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard