A Wholesome Learning Experience

2017 essay contest winner Danielle Nurmi\u27s A Wholesome Learning Experienc

Learning Experience of Pre-Service Physics Teachers in Developing Simple Project Loaded by Life Skills

This research aims to reveal the experience profile of future Physics teachers in developing simple multi-loaded life skill project. The research method used was a descriptive method with 62 future Physics teachers as the research subject. Based on observations, interviews, and questionnaires, it was drawn descriptions of the future teachers' experiences in developing a simple project. The future teachers were assessed based on some Physics indicators such as project design, project creation, data collection, data analysis, and creativity. The results of the project preparation descriptions obtained by the experience data of future Physics teachers indicate the highest score of 4.8 (96%) on the indicator of schedule making, while the lowest score was 2.9 (58%) on the indicators of formulating the product benefits, preparing the feasibility analysis and analyzing the environmental impact. The results show that future Physics teachers got the highest score of 4.6 (93%) on data adjustment for experimental purposes indicator, and the lowest score of 2.8 (55%) on designing tools and materials indicator. Based on the Physics props trial, it was obtained the highest score of 4.5 (89%) on the indicator of analyzing the baseline data, while the lowest score of 2.9 (58%) was on the variation test variables. Positive feedback about time-management in completing the project, the ability to identify the topic of the project, the ability to find ideas to support the completion of the project, the ability to test the tools, and the ability to make progress reports on project completion were derived from the interviews. The highest score of students' responses to project completion was 4.8 (95%) on the second data collection indicator and the lowest was 3.2 (64%) on the instrument material design indicator

Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases

The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation

Using multimedia concept maps to enhance the learner experience in business law

Students&rsquo; learning experience can be affected by difficulties in understanding the interrelationships between concepts and also between topics. Concept maps have been used in many disciplines (Kremer &amp; Gains, 1996) to structure information and express relationships between them. Their holistic approach with multiple pathways through the learning resource can make relationships and linkages between topics and subtopics obvious, and contribute to a meaningful and positive learning experience. This paper outlines the development and formative evaluation of two hypermedia concept maps which led to the development of a series of eleven concept maps to enhance the learning experience of students in a first year undergraduate business law unit.As part of the Stage 1 formative evaluation, two concept maps were developed together with supporting multimedia resources and trialled on the learners. Feedback was also obtained from technical staff. This phase was designed to assess and control the quality of the learning resource as well as the impact it had on the learning experience. The paper closes by discussing how information gained in Stage 1 was used in Stage 2 as a basis to modify the initially trialled maps and to develop the other supporting maps.<br /

Reframing the L2 learning experience as narrative reconstructions of classroom learning

In this study we investigate the situated and dynamic nature of the L2 learning experience through a newly-purposed instrument called the Language Learning Story Interview, adapted from McAdams’ life story interview (2007). Using critical case sampling, data were collected from an equal number of learners of various L2s (e.g., Arabic, English, Mandarin, Spanish) and analyzed using qualitative comparative analysis (Rihoux &amp; Ragin, 2009). Through our data analysis, we demonstrate how language learners construct overarching narratives of the L2 learning experience and what the characteristic features and components that make up these narratives are. Our results provide evidence for prototypical nuclear scenes (McAdams et al., 2004) as well as core specifications and parameters of learners’ narrative accounts of the L2 learning experience. We discuss how these shape motivation and language learning behavior

Formal Learning in an Informal Setting – The First Semester Student Learning Experience Outside the Classroom.

During a visit to the Centre for Active Learning at the University of Gloucestershire by members of the Information and Learning Service staff, a common interest in the student learning experience outside the formal classroom setting was identified. Both universities were undertaking extensive work on their provision of informal learning environments and it was felt a joint project to investigate the students’ learning experience and preferences would be useful to inform these developments with a specific focus on e-learning and active learning

Hearing the student voice : promoting and encouraging the effective use of the student voice to enhance professional development in learning, teaching and assessment within higher education

This is an ESCalate development project led by Fiona Campbell of Napier University that was completed in 2007. The Hearing the Student Voice project aimed to promote and encourage the use of the student voice to enhance the effectiveness of academic professional development and ultimately the learning experience of students. Students can have a powerful impact on academic professional development aimed at enhancing learning, teaching and assessment practice. By providing qualitative insights about the nature of their learning experience, students can bring both valid and valuable viewpoints and motivate staff who are engaged by the students' perspective and often admire their perspicacity. This report records the progress and achievements of the Hearing the Student Voice project, funded by ESCalate to promote and encourage the use of the student voice to enhance the effectiveness of academic professional development in learning, teaching and assessment practice and ultimately the learning experience of students. The report has been written by the team representing the four universities who collaborated on the projec