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Journal articles on the topic '3P model of teaching and learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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1

De la Fuente, Jesús, Lucía Zapata Sevillano, Paul Sander, and María Cardelle-Elawar. "THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (2016): 155. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.599.

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Abstract.There are different heuristics that study the teaching-learning process; in this investigation we will explore the confluence of Biggs’ 3P model and the DEDEPRO model. These two complementary models offer us a framework for the analysis of teaching-learning situations with greater specificity and a better understanding of the structure of the research studies and the variables they study. In this manner, by incorporating both the general processes of teaching and learning, as well as the specific variables that are related to them, more or less analytical studies can be developed. Big

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Kanashiro, Patricia, Edson Sadao Iizuka, Caio Sousa, and Suzi Elen FeRReira Dias. "Sustainability in management education: a Biggs’ 3P model application." International Journal of Sustainability in Higher Education 21, no. 4 (2020): 671–84. http://dx.doi.org/10.1108/ijshe-05-2019-0176.

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Purpose The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students. Design/methodology/approach The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017. Findings In the context of SiME, Biggs’ 3P model shows how teaching context

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Kember, David, Beverley J. Webster, and Wincy S. C. Chan. "Refocusing the 3P model to incorporate a learning and teaching environment and graduate attributes." Educational Psychology 40, no. 5 (2020): 592–607. http://dx.doi.org/10.1080/01443410.2020.1732304.

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Syarfuni, Nuruddin, and Zainal Rafli. "Learning Method and Teaching Material of Plus Curriculum In The Madrasah Aliyah Darul Ulum, Banda Aceh: An Ethnographic Study." Advances in Language and Literary Studies 10, no. 3 (2019): 48. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.48.

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This study is to understand the teaching materials, approaches and methods used in the plus curriculum in the teaching English as compulsory subject in the Madrasah Aliyah Darul Ulum Banda Aceh. An ethnography method was purposefully used where four participants were involved for an in-depth interview and classroom observation. The result revealed that the approaches were used namely scientific and communicative approach. The method becomes priority were lecture method, demonstration, discussion, simulation, grammar translation method, direct method, debate, and role play. Whereas the teaching

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López-García, Alejandro, Pedro Miralles-Martínez, and Javier Maquilón. "Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model." Applied Sciences 9, no. 24 (2019): 5426. http://dx.doi.org/10.3390/app9245426.

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Augmented reality (AR) has evolved hand in hand with advances in technology, and today is considered as an emerging technique in its own right. The aim of our study was to analyze students’ perceptions of how useful AR is in the school environment. A non-experimental quantitative design was used in the form of a questionnaire in which 106 primary sixth-grade students from six schools in the Region of Murcia (Spain) participated. During the study, a teaching proposal using AR related to the content of some curricular areas was put forward in the framework of the 3P learning model. The participa

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Radbourne, Jennifer. "A Values Approach to Business Education in Hong Kong." Industry and Higher Education 20, no. 5 (2006): 307–15. http://dx.doi.org/10.5367/000000006778702337.

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This paper investigates the learning behaviour, learning environment and learning outcomes of Hong Kong Chinese students enrolled on an Australian university's Bachelor of Business degree course taught by visiting Australian lecturers in Hong Kong. The Chinese students are task-focused and passive learners. They do not demonstrate creative thinking, critical analysis or risk taking in problem solving, and appear to focus on surface-level rote learning. Semi-structured interviews with students and lecturers identified the changes experienced in learning behaviour and teaching strategies. By app

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Rao, Zhenhui, and Lin Huang. "Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning." Applied Linguistics Review 10, no. 2 (2019): 117–36. http://dx.doi.org/10.1515/applirev-2017-0022.

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AbstractThe research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies:

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Caro Torres, María Catalina, and Diana Angélica Parra Pérez. "Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution." International Journal of Applied Linguistics and English Literature 8, no. 3 (2019): 118. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.118.

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This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning proce

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Hua, Meng, and Lin Wang. "The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods." PLOS ONE 18, no. 1 (2023): e0280919. http://dx.doi.org/10.1371/journal.pone.0280919.

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The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning prepa

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KONG-IN, Wapee, and Anamai Damnet. "The Implementation of ISSECI Model for Enhancing Thai EFL Students’ Intercultural Pragmatic Competence: Politeness Strategies." Advances in Language and Literary Studies 9, no. 3 (2018): 34. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.34.

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Regarding pedagogical purpose, Thai EFL learners’ communicative English proficiency is obviously restricted by the limited experiences of L2 politeness strategies. The aim of the current study is to investigate the effectiveness of the innovative teaching, ISSECI Model in terms of intercultural pragmatic competence: face threatening ace (FTA) – Do FTA and Don’t do FTA. The twenty Thai EFL undergraduate students from Rajabhat University were selected as participants through simple random sampling. Data were collected using rejoinder-discourse completion task mixed with open time free response c

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Al Balushi, Khadija. "The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge." Advances in Language and Literary Studies 10, no. 3 (2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.42.

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Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed t

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IKIP PGRI Semarang, Muhdi, Senowarsito IKIP PGRI Semarang, and Listyaning S. "PENDIDIKAN KECAKAPAN HIDUP (LIFE SKILLS) MELALUI CHILD FRIENDLY TEACHING MODEL (CFTM) SEBAGAI DASAR MEMBANGUN KARAKTER SISWA." E-DIMAS 3, no. 1 (2012): 37. http://dx.doi.org/10.26877/e-dimas.v3i1.252.

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AbstractLife-skills education is an educational model that builds hard skills and soft skills in an integrated way. Strengthening students' soft skills will strengthen the hard skills and vice versa. Characterized person is one who is able to keep upright the soft skills and hard skills as an attitude and a behavior in society. Child Friendly Teaching Model (CFTM) is a model that will build life skills to deal with four pillars of the Child Rights Convention, namely non-discrimination, best interests of the child; the rights to life and development; the right be heard and express its views, by

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Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.

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   The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Ri

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ÖZ, Koray, Eylem Ezgi Ahiskali, and Ali Türkel. "Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons." International Journal of Education and Literacy Studies 10, no. 3 (2022): 121–28. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.121.

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This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering

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Shi, Guang. "Textual Enhancement, Input Processing and Presentation-Practice-Production in College English Grammar Teaching in China." International Journal for Innovation Education and Research 5, no. 10 (2017): 177–93. http://dx.doi.org/10.31686/ijier.vol5.iss10.839.

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Based on the input processing theory and output hypothesis in Second Language Acquisition, and employing quantitative and qualitative methods, this study investigates the effects of Textual Enhancement (TE), Input Processing Instruction (PI) and Presentation-Practice-Production (3P), and tries to compare the initial learning and retention effect on the acquisition of unreal conditionals in Chinese college English classrooms. The research findings are as follows: 1) Both PI and 3P areeffective. TE is effective in initial learning but falls short for retention effect. There is significant differ

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Rajendran, Vaishnavi, and Melor Md Yunus. "Interactive Learning via Digital Storytelling in Teaching and Learning." International Journal of Education and Literacy Studies 9, no. 3 (2021): 78. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.78.

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Web 2.0 based applications are becoming a way of teaching and learning tool. This study takes a systematic review to understand various studies related to digital storytelling (DS) intervention. The research found through Education Resources Information Center (ERIC) from the year 2016 to the year 2020, which included full-text articles and peer review journal articles. This study was conducted based on ten research articles. The results show that the mixed-method research and qualitative research approach were the most famous designs with four research each. The critical findings indicated th

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Feng, Zhou. "Personalized Learning Network Teaching Model." Physics Procedia 24 (2012): 2026–31. http://dx.doi.org/10.1016/j.phpro.2012.02.297.

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Dung, Nguyen The, and Diani Fatmawati. "General informatics teaching with B-Learning teaching model." Jurnal Pendidikan Biologi Indonesia 4, no. 1 (2018): 85. http://dx.doi.org/10.22219/jpbi.v4i1.5312.

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Blended learning (B-learning), a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT) tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing

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Akbarani, Rizqi. "Treffinger Learning Model in Teaching Speaking." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (2019): 18. http://dx.doi.org/10.33603/perspective.v7i1.1801.

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This research aims to find out how was the implementation of Treffinger learning model in teaching speaking skill. This research was applied for the tenth grade students of SMK Negeri 2 Madiun that consist of 26 students as sample in conducting the research. In collecting the data, research used observation to observe the implementation of Treffinger learning model during teaching learning process and used test to find the improvement of studentsâ€™ speaking skill during implementation of Treffinger learning model.Â The research finding showed that the implementation of Treffinger learning mod

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Huff, Cynthia. "Cooperative Learning: A Model for Teaching." Journal of Nursing Education 36, no. 9 (1997): 434–36. http://dx.doi.org/10.3928/0148-4834-19971101-09.

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Parse, Rosemarie Rizzo. "A Human Becoming Teaching-Learning Model." Nursing Science Quarterly 17, no. 1 (2004): 33–35. http://dx.doi.org/10.1177/0894318403260549.

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Caropreso, Edward J., and Mark Haggerty. "Teaching Economics: A Cooperative Learning Model." College Teaching 48, no. 2 (2000): 69–74. http://dx.doi.org/10.1080/87567550009595817.

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Assinder, Wendy. "Peer teaching, peer learning: one model." ELT Journal 45, no. 3 (1991): 218–29. http://dx.doi.org/10.1093/elt/45.3.218.

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Mehta, Abhishek, Kiran Tripathi, and Himanshi Bansal. "Quiz as an adjunctive modality in teaching Clinical Microbiology for Undergraduate Medical Students." Advances in Bioscience and Clinical Medicine 9, no. 3 (2021): 31. http://dx.doi.org/10.7575/aiac.abcmed.v.9n.3p.31.

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Conventional teaching modalities like Didactic lectures if practised alone fails to transfer concepts as effectively as active learning approaches. Active learning methods like Quizzing leads to active participatory involvement of students, motivates them by increasing interest in the subject and act as a driving force for more effective learning. The purpose of this study was to evaluate the effectiveness of Quiz as an adjunctive teaching modality in clinical microbiology for undergraduate medical teaching and to compare it with conventional teaching methods like Didactic lectures. In this in

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Yang, Fan, and Yutai Rao. "Practice and Research of Blended Learning Model Guided by Deep Learning Model." Mathematical Problems in Engineering 2022 (May 26, 2022): 1–6. http://dx.doi.org/10.1155/2022/8915162.

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An innovative approach to education and teaching, with a deeper integration of teaching and learning through a deeper mix of learning and study was proposed. The new organisational format combines independent learning in the form of microlessons and flipped classrooms with communication and cooperation in forums. In the context of the rapid development of Internet + education, big data information technology, and the accelerated promotion of education informatization by the Ministry of Education, this paper studies how to use the blended learning model to achieve the deep integration of inform

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Putra, Rizki Wahyu Yunian, Suherman Suherman, Bambang Sri Anggoro, and Aan Subhan Pamungkas. "Alqurun Teaching Model-Based Trigonometry Teaching Material." Indonesian Journal of Science and Mathematics Education 3, no. 2 (2020): 219–27. http://dx.doi.org/10.24042/ijsme.v3i2.5206.

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Learning in the industrial era 4.0 requires innovation in the development of teaching materials. The purpose of this research is to develop a valid and attractive Alqurun Teaching Model (ATM) teaching material for learning trigonometry. This research was a development research using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data were collected using a questionnaire. The small group test was conducted by 9 respondents and the large group test was carried out by 12 respondents. The results showed that based on material experts, this teaching material receiv

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Khoerunnisa, Putri, and Syifa Masyhuril Aqwal. "Analisis Model-model Pembelajaran." FONDATIA 4, no. 1 (2020): 1–27. http://dx.doi.org/10.36088/fondatia.v4i1.441.

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This study aims to how to understand teaching models. And to find out what are the main models of teaching. Teaching models in a sense are seen as more prominent and relevant to the guidance of the world education needs of the world today. Modification, especially to some teaching methods, compilation do it fully in the framework of developing or adjusting to the needs. As prospective teachers and professional teachers are also expected to make adjustments as necessary to the model if it is necessary to match the teaching-learning context which may be different from what is compiling in this s

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Marzuki, Maziah Ahmad. "3P-Student Friendly: Instructional Transformation in Boosting Creative Teaching-Learning of the 21st Century." Advanced Science Letters 24, no. 11 (2018): 8332–34. http://dx.doi.org/10.1166/asl.2018.12555.

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Alnujaidi, Sulaiman. "Social Network Sites as ESL/EFL Learning and Teaching Tools: A Critical Review." International Journal of Applied Linguistics and English Literature 6, no. 3 (2017): 34. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.34.

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This study analyzed the educational and instructional implications of Social Network Sites (SNS) in the ESL/EFL teaching and learning context. SNS's definition, types, classifications, features, positive and negative aspects, their educational implications as well as their limitations and challenges in the ESL/EFL classroom settings are identified and discussed in order to better utilize and integrate their innovative aspects into the language teaching and learning practices.

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Dvornichenko, Darina, and Vadym Barskyy. "BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY." Science and Education 2021, no. 1 (2021): 49–56. http://dx.doi.org/10.24195/2414-4665-2021-1-7.

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This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of

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Kolyada, I., and S. Zhurkina. "DISTANCE LEARNING MODEL WHILE TEACHING PHILOLOGICAL DISCIPLINES." Pedagogy of the formation of a creative person in higher and secondary schools, no. 80 (2022): 186–89. http://dx.doi.org/10.32840/1992-5786.2022.80.1.36.

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PRICE, D. A., and C. A. MITCHELL. "A model for clinical teaching and learning." Medical Education 27, no. 1 (1993): 62–68. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00230.x.

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Rubin, Lois, and Catherine Hebert. "Model for Active Learning: Collaborative Peer Teaching." College Teaching 46, no. 1 (1998): 26–30. http://dx.doi.org/10.1080/87567559809596229.

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Edwards, Judith. "Teaching, Learning and Bion's Model of Digestion." British Journal of Psychotherapy 31, no. 3 (2015): 376–89. http://dx.doi.org/10.1111/bjp.12158.

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Asamoah, Moses Kumi. "TPACKEA Model for Teaching and Students’ Learning." Journal of Academic Ethics 17, no. 4 (2019): 401–21. http://dx.doi.org/10.1007/s10805-019-09326-4.

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Hadi Darb, Qusay, and Dr Ali Mohan Abbood. "The Nature of Learning the Constructivist Learning Model in Teaching." International Journal of Early Childhood Special Education 13, no. 2 (2021): 781–89. http://dx.doi.org/10.9756/int-jecse/v13i2.211119.

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The current research includes the constructivist learning model, in which the two researchers discussed what this model is in teaching. In their current research, the researchers dealt with its inception, the cognitive foundations of the constructivist learning model, the main foundations upon which the constructivist learning model is based, its objectives, advantages, and the problems encountering its use in Teaching, and its stages when teaching the subject’s teachers in its steps, and then the researchers review a model for a teaching plan according to the constructivist learning model, an

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SAYIR, Muhammed Fatih, Nurullah AYDIN, and Süleyman AYDENİZ. "The Impact of COVID-19 on Pre-Service Teachers’ Teaching Practice." International Journal of Education and Literacy Studies 10, no. 3 (2022): 17–24. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.17.

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Teaching practice, which has a significant impact on the professional development of pre-service teachers, has been greatly affected by the COVID-19 pandemic. During the pandemic process, pre-service teachers have conducted teaching practice through distance education. The aim of this study is to determine whether the pre-service teachers have acquired the learning outcomes determined within the framework of the objectives of the teaching practice with distance education, which is a new format for teaching practice. To collect data, we used an open-ended questionnaires formatted on a Google-fo

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Shafie, Norazzila, Tengku Norainun Tengku Shahdan, and Mohd Shahir Liew. "Mastery Learning Assessment Model (MLAM) in Teaching and Learning Mathematics." Procedia - Social and Behavioral Sciences 8 (2010): 294–98. http://dx.doi.org/10.1016/j.sbspro.2010.12.040.

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Su, Huanan, and Fengyi Ma. "A Conceptual Paper on Future Development of Literacy Theories and Language Learning among Contemporary Chinese College EFL Students." International Journal of Education and Literacy Studies 9, no. 3 (2021): 102. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.102.

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This paper aims to further understand the future development of literacy theory and language learning in contemporary Chinese universities through the research on the current situation of EFL students’ literacy in Chinese universities and the teaching characteristics of contemporary Chinese teachers. In this study, literature analysis method, literature comparison analysis method, literature synthesis method and other analytical methods were used to obtain the results. Based on our results, the lack of literacy training is an extremely important reason for the defects of literacy skills of con

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White, Paul, Sue Wilson, and Michael Mitchelmore. "Teaching for Abstraction: Teacher Learning." Southeast Asian Mathematics Education Journal 2, no. 1 (2012): 11–30. http://dx.doi.org/10.46517/seamej.v2i1.15.

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Working collaboratively with the researchers, a small team of teachers developed and taught two Grade 6 mathematics lessons based on the Teaching for Abstraction model (White & Mitchelmore, 2010). This paper reports how one teacher learned about the model and implemented it in practice. It was found that she assimilated several key features of the model, such as starting with several embodiments of the target concept and guiding students to look for similarities between them. However, it was more difficult for her to help students abstract and reify the target concept and link it to other

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Listiadi, Agung. "Contextual teaching material development model." ScienceRise: Pedagogical Education, no. 1(46) (January 31, 2022): 4–11. http://dx.doi.org/10.15587/2519-4984.2022.250891.

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Learning accounting so far only uses student activity sheets or books or handouts. This obviously can cause students to be vulnerable to disinterest, difficulty in learning accounting, less motivated and abstract lessons. This study aims to determine the extent, to which the process of making printed teaching materials model products is in the form of real document transactions that contextually integrate student worksheets in accounting. By designing learning experiences that are close to real-world conditions, so that they can grow knowledge and skills in the field of accounting, through inn

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Aziz Hussin, Anealka. "Education 4.0 Made Simple: Ideas For Teaching." International Journal of Education and Literacy Studies 6, no. 3 (2018): 92. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.92.

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Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous buzzword among educationists today. What is Education 4.0? Do educators really understand it or they simply follow what others are doing. Education 4.0 is a respond to the needs of IR4.0 where human and technology are aligned to enable new possibilities. The paper explains the nine trends of Education 4.0, preference of the 21st century learners, skills for 21st century teachers, share some ideas on ho

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De Pro Chereguini, Carlos, and Ana Isabel Ponce Gea. "Model for the Evaluation of Teaching Competences in Teaching–Learning Situations." Societies 11, no. 2 (2021): 56. http://dx.doi.org/10.3390/soc11020056.

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Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the

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Papai, Pierrette, Frances Fothergill Bourbonnais, and Jacques Chevrier. "Transcultural Reflection on Clinical Teaching Using an Experiential Teaching-Learning Model." Journal of Continuing Education in Nursing 30, no. 6 (1999): 260–66. http://dx.doi.org/10.3928/0022-0124-19991101-06.

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Lathipatud Durriyah, Tati, and Muhammad Zuhdi. "Digital Literacy With EFL Student Teachers: Exploring Indonesian Student Teachers’ Initial Perception About Integrating Digital Technologies Into a Teaching Unit." International Journal of Education and Literacy Studies 6, no. 3 (2018): 53. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.53.

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Research found that many student teachers are active users of digital technologies yet they are reluctant to make use of digital technologies for literacy teaching purposes. Efforts to prepare student teachers for technology integration are pressingly needed. Also needed is data that informs us about student teachers’ participation (engagement) with digital technologies and how they might utilize those technologies for literacy teaching. The article reports on a classroom research project that explored Indonesian student teachers’ initial perception about the use of digital technologies for EF

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Zhang, Xiyue, and Guiping Chen. "Machine Learning Model-Based English Project Learning and Functional Research." Wireless Communications and Mobile Computing 2022 (April 4, 2022): 1–11. http://dx.doi.org/10.1155/2022/1940375.

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Under the background of the rapid development of machine learning and information technology, traditional classroom mode is gradually replaced by media classroom. To tackle abstract and incomprehensible problems and restricted practical teaching in practical teaching, online classroom design principle is utilized to embody the classroom optimization and design principle of English language teaching from the perspective of machine learning based on English project learning. Based on the advantages of digitization, deep learning algorithm is used to establish classroom application model by infor

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LAM, CHING MAN, and ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL." Hong Kong Journal of Social Work 55, no. 01n02 (2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.

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The rapid development of information technology and the recent global pandemic have accelerated the use of online courses in spheres of higher education. However, the use of technology in social work education remains controversial, particularly regarding practice-related courses. This paper reports experiences of using the reflective-based blended approach in courses for teaching social work practice. Positive evaluation and feedback were obtained from students that indicates the success of blended teaching. Based on the practice experience, the paper discusses success factors and difficultie

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Diao, Li Jing. "E-Teaching Model and Application in English Teaching." Applied Mechanics and Materials 411-414 (September 2013): 2856–59. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2856.

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nformation Technology has changed the teaching technique, so teachers should think about how to use it to change the way of teaching and improve the teaching effect. This paper studies and analyzes the types of E-teaching model and its flexible application in English teaching. E-teaching model will bring many significant changes to foreign language learning.

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Palmer, Parker J. "Teaching & Learning in Community." About Campus: Enriching the Student Learning Experience 2, no. 5 (1997): 4–13. http://dx.doi.org/10.1177/108648229700200503.

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As the pedagogical debate swings between the teacher-centered model, with its concern for rigor, and the student-centered model, with its concern for active learning, some of us are torn between the two, says Parker J. Palmer. In this essay, adapted from Chapter Five of his new book, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, he offers a third option: teachers bring students into a community of learning around the subject itself.

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Shokouhi, Mehdi, Parviz Birjandi, and Parviz Maftoon. "Strategically Mediated Reflective Practice Framework In Terms of Task, Meaningful Learning, and Interaction." International Journal of Applied Linguistics and English Literature 6, no. 3 (2017): 101. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.101.

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It is widely accepted that reflective teaching in its purely cognitive and introspective sense cannot be responsive to the dilemmas and the problems with which teachers encounter during their teaching practice. Thus, the present study believes that the very tentative solution to this problem is introducing teacher education in general and reflective practice in particular from a sociocultural perspective where any sort of knowledge is dialogically constructed as a result of interaction among individuals. Although the shift in paradigm, i.e. moving from a cognitive position to a more situated a

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