Collaborative learning, cooperative learning, and experiential learning are innovative instructional strategies that can provide effective learning experiences for commerce students. Collaborative learning involves groups of students working together to solve problems or create projects, while developing skills like communication. Cooperative learning structures students into academic groups where they work interdependently toward common goals. Experiential learning involves learning through reflection on real-world experiences outside the classroom, such as internships or field trips. These strategies encourage active, student-centered learning over passive listening and aim to develop students' higher-order thinking and practical skills.
This document provides an introduction and overview of online learning. It defines online learning as learning assisted by the internet and other online facilities that allows learning to span time and distance. The document discusses the history and evolution of e-learning from the 19th century to today. It outlines some common tools used in online learning like email, chats, forums, and video conferences. It also covers elements, benefits, drawbacks, blended learning, and learning management systems related to online learning.
The document discusses techniques for encouraging student engagement and interaction in e-learning environments. It explains that e-learning provides benefits like real-time access, freedom to fail without embarrassment, and improved retention through multimedia instruction. However, interaction is still important for learning, including learner-content, learner-instructor, and learner-learner interaction. The document recommends techniques instructors can use to encourage interaction, such as using visual elements, audio communications, remembering student details, being available to help students, and using communication methods students prefer. Fostering collaboration through discussion forums and maintaining an online presence also promotes active learning.
This document discusses mobile learning and online learning. It defines mobile learning as education accessed through mobile devices like smartphones and tablets using apps, social interactions, and online educational platforms. Mobile learning allows students to access materials and complete assignments anywhere, anytime through flexible cloud-based teaching. It has advantages like easy access to open educational resources and developing communities of learners who can tutor each other. The future of mobile learning will involve learning from multiple smart systems ubiquitously through virtual inputs and outputs.
The document discusses online education, outlining both its challenges and benefits. It begins with definitions of online course types and an overview of data showing that academic leaders see online learning as critical to their long-term strategies and believe learning outcomes are comparable to or better than face-to-face instruction. Challenges discussed include technology issues, student and faculty abilities, and retaining students online. Benefits include flexibility, convenience, and developing technology skills. Student feedback provides mixed views, with some praising flexibility while others prefer face-to-face interaction. In conclusion, the author believes online education's benefits outweigh challenges for technical communication topics.
The document discusses how technologies are used in different ways by students for learning. It finds that students use a variety of tools for communication, accessing information, and managing their work. They are comfortable using different media and switching between tools as needed. Students also have high expectations around being able to access information and communicate online.
This document provides an overview of distance learning and its history. It discusses how distance learning allows instruction to be delivered to students who are not physically present in a traditional classroom setting. Some key points:
- One of the earliest forms of distance learning involved mailing texts for shorthand instruction in the 1840s.
- The University of London was the first to offer distance learning degrees in 1858.
- The Open University in the UK was founded in the 1960s to provide open access to higher education via television and radio broadcasts.
- Modern distance learning uses internet and computer technologies to deliver full online curricula through virtual schools and universities. Synchronous methods like videoconferencing allow for real-time instruction while
Blended learning combines face-to-face classroom methods with computer-mediated activities. There are four main models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. Blended learning provides benefits like flexibility in learning modes, developing technology skills, and facilitating both in-person and online interaction. It requires trained teachers, appropriate facilities and infrastructure, and formative assessment practices.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
This document provides an introduction and overview of online learning. It defines online learning as learning assisted by the internet and other online facilities that allows learning to span time and distance. The document discusses the history and evolution of e-learning from the 19th century to today. It outlines some common tools used in online learning like email, chats, forums, and video conferences. It also covers elements, benefits, drawbacks, blended learning, and learning management systems related to online learning.
The document discusses techniques for encouraging student engagement and interaction in e-learning environments. It explains that e-learning provides benefits like real-time access, freedom to fail without embarrassment, and improved retention through multimedia instruction. However, interaction is still important for learning, including learner-content, learner-instructor, and learner-learner interaction. The document recommends techniques instructors can use to encourage interaction, such as using visual elements, audio communications, remembering student details, being available to help students, and using communication methods students prefer. Fostering collaboration through discussion forums and maintaining an online presence also promotes active learning.
This document discusses mobile learning and online learning. It defines mobile learning as education accessed through mobile devices like smartphones and tablets using apps, social interactions, and online educational platforms. Mobile learning allows students to access materials and complete assignments anywhere, anytime through flexible cloud-based teaching. It has advantages like easy access to open educational resources and developing communities of learners who can tutor each other. The future of mobile learning will involve learning from multiple smart systems ubiquitously through virtual inputs and outputs.
The document discusses online education, outlining both its challenges and benefits. It begins with definitions of online course types and an overview of data showing that academic leaders see online learning as critical to their long-term strategies and believe learning outcomes are comparable to or better than face-to-face instruction. Challenges discussed include technology issues, student and faculty abilities, and retaining students online. Benefits include flexibility, convenience, and developing technology skills. Student feedback provides mixed views, with some praising flexibility while others prefer face-to-face interaction. In conclusion, the author believes online education's benefits outweigh challenges for technical communication topics.
The document discusses how technologies are used in different ways by students for learning. It finds that students use a variety of tools for communication, accessing information, and managing their work. They are comfortable using different media and switching between tools as needed. Students also have high expectations around being able to access information and communicate online.
This document provides an overview of distance learning and its history. It discusses how distance learning allows instruction to be delivered to students who are not physically present in a traditional classroom setting. Some key points:
- One of the earliest forms of distance learning involved mailing texts for shorthand instruction in the 1840s.
- The University of London was the first to offer distance learning degrees in 1858.
- The Open University in the UK was founded in the 1960s to provide open access to higher education via television and radio broadcasts.
- Modern distance learning uses internet and computer technologies to deliver full online curricula through virtual schools and universities. Synchronous methods like videoconferencing allow for real-time instruction while
Blended learning combines face-to-face classroom methods with computer-mediated activities. There are four main models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. Blended learning provides benefits like flexibility in learning modes, developing technology skills, and facilitating both in-person and online interaction. It requires trained teachers, appropriate facilities and infrastructure, and formative assessment practices.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
Distance education provides educational opportunities without increased budgets by using technology to bridge the gap between teachers and physically distant students. It takes various forms including online courses, videoconferencing, and correspondence courses. Research shows distance education can be as effective as traditional instruction when appropriate methods and technologies are used to enable student-student and teacher-student interaction and feedback. Effective distance education programs require careful planning and selecting the right mix of media like video, audio, and print to meet student needs.
advantages and disadvantages distance learningFaisal Khan
This document discusses distance learning and provides an overview of its history, technologies used, advantages, and disadvantages. It begins by defining distance learning and describing how it aims to provide flexible education to learners who are separated from instructors by distance or time. The document then covers the history of distance learning dating back to the 18th century, how technologies like radio, television, and the internet have enabled new forms of distance education. It also compares distance learning to traditional face-to-face learning and finds that learning outcomes can be similar when courses are well-designed. The document concludes by discussing considerations for distance learning environments and objectives.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
This document defines key terms related to e-learning and discusses technologies used for online learning. It describes e-learning as the delivery of education through electronic means using computers or mobile devices. Distance education predated e-learning, but e-learning allows learning to be accessed on-demand without limitations of time or location. Popular platforms for hosting online courses include Udemy, Odijoo, and RCampus. Evaluation of e-learning can assess course structure, content, multimedia used, and visual design. The document also outlines benefits like cost-effectiveness and accessibility, as well as drawbacks such as reliance on technology and self-motivation.
This document discusses various forms of distance education including open learning, electronic learning, computer-assisted language learning, educational technology, learning management systems, mobile learning, social networks, virtual schools, and web conferencing. It also covers technologies used for synchronous and asynchronous delivery as well as types of distance education courses like correspondence, internet-based, and telecourses.
The document discusses the increasing use of information and communication technologies (ICT) in distance learning. It notes that ICT has replaced direct teacher-student interaction and allows various strategies to actively engage students. The paper focuses on the role of ICT in open and distance education, and explores technology-based media which is important for distance learners. It provides examples of technologies used like audio/video media, computers, and the internet. Factors to consider in technology selection include learning objectives, subject matter, learner characteristics, and available resources. Effective use of ICT enhances the quality of distance learning.
This document discusses e-learning, including its definition as electronic learning using computers and web technology. It outlines several modes of e-learning like web-based learning, virtual classrooms, and webinars. The advantages of e-learning are easy access, flexibility, and different learning styles, while disadvantages include costs, lack of equipment, and feeling of isolation. Common e-learning tools are YouTube, Gmail, and PowerPoint. The key difference between classroom and online learning is that e-learning saves time and allows learning anywhere, while traditional learning is limited to the classroom. COVID-19 has led to widespread school closures and a rise in online learning globally.
The document discusses Web Based Instruction (WBI) which refers to providing a learning environment that is mediated and supported via the Internet/Intranet. It describes WBI as utilizing the attributes and resources of the World Wide Web to create a meaningful learning environment. The document outlines the key features of WBI including its ability to include multimedia, hypertext/hypermedia capabilities, and allowing for distance/formal learning. It also discusses the different types of WBI (asynchronous and synchronous), the need and significance of WBI in enabling distance learning and reducing costs, and how instructional design models like ADDIE can be applied to develop effective WBI.
Problems and issues in distance education by Sajjad Awan PhD Scholar TE DTSC ...Malik Sajjad Ahmad Awan
Sajjad Awan, a PhD scholar at DTSC Khushab, presented on problems and issues in distance education. He defined problems as difficult things requiring solutions and issues as points of debate. Some key problems discussed included concerns over instruction quality, cost effectiveness, misuse of technology, equipment problems, and instructor and student attitudes. Issues included lack of technological literacy, challenges with program evaluation and accreditation, focusing too much on technology over content, alienating instructors, difficulties with non-native language instruction, lack of institutional support, regional focus issues, and copyright concerns. The presentation aimed to explain these challenges to improve distance education.
This document discusses e-learning and its advantages over traditional learning. E-learning refers to internet-enabled learning using online resources and multimedia. It allows learning to occur anywhere, anytime through self-paced learning. The key benefits of e-learning are its convenience, lower cost, consistency in content delivery, and ability to make learning more interactive through multimedia. However, e-learning also requires motivation and computer skills from learners as well as access to internet and technology. The document provides tips on creating effective e-learning modules using content from textbooks and ensuring learner assessment and progress tracking.
The document discusses various Open Educational Resource (OER) initiatives in India. It provides background on the history and definition of OERs, highlighting their importance for improving access to education. It then outlines several major Indian government programs and projects focused on developing and sharing OERs, including the National Digital Library of India, NPTEL, e-PG Pathshala, the Consortium for Educational Communication, and SWAYAM. The initiatives aim to widen access to educational content through open licensing and various digital platforms providing open courseware, e-books, video lectures, and other learning materials.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
The document discusses the impact of COVID-19 on teaching and learning in India. It notes that distance learning became the top educational technology trend due to school closures. It discusses best practices for online teaching including the use of apps like WhatsApp and Facebook for communication. E-learning resources provided at the national level are mentioned, as well as the development of e-content and use of social media for educational purposes. The conclusion states that virtual education will likely continue post-pandemic as an accepted parallel system.
Online teachers have several technology tools available for distance education, including learning management systems, communication tools, and tools for creating instructional materials. Learning management systems are software applications that deliver course content, track progress, and facilitate communication. They allow asynchronous access to course materials anywhere with an internet connection. Communication tools include asynchronous options like email and discussion boards, as well as synchronous options like instant messaging, web conferencing, and virtual worlds. Teachers also have many options for creating and sharing visual and interactive instructional materials, such as presentation software, multimedia tools, and web authoring software.
Online education involves taking courses over the internet without attending a physical school, allowing for flexible schedules and self-paced learning. It can be synchronous, with live virtual classes, or asynchronous, where students complete lessons independently. The growth of online learning presents challenges for institutions but also opportunities to reach more learners through virtual classrooms that allow interaction between students and teachers.
The project method is a teaching method that requires students to present the results of information gathered about a concept through a concrete project. It emphasizes learning by doing and develops students' manipulative and creative skills. Guidelines for effective use include assigning appropriate students to projects, providing clear objectives and evaluation criteria, carefully designing and checking projects, and recognizing outstanding work.
This document discusses and compares cooperative learning and collaborative learning. It defines cooperative learning as students working together in small groups to achieve a common academic goal, with each member responsible for their own learning and helping others. Collaborative learning is defined as two or more people learning together through group work and discussion. The document outlines the basic assumptions, approaches, procedures, and advantages of cooperative learning, as well as the features, instructional phases, applications, and advantages of collaborative learning. It concludes that both are important constructivist instructional methods that are more time consuming than traditional methods.
This document discusses collaborative learning, which involves students working together in small groups on a common task or project. The key aspects of collaborative learning covered include:
- Students work together to explore a question or create a project, and are responsible for their own and each other's learning.
- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
This document discusses cooperative learning. It defines cooperative learning as a learning method where students work together in small groups to achieve a common academic goal. The document outlines the key characteristics of cooperative learning, including students working in small groups, positive interdependence, face-to-face interaction, individual accountability, and equal participation. It also discusses the basic elements of cooperative learning, such as positive interdependence, face-to-face interaction, individual accountability, equal participation, and group processing. Finally, the document explains the important role of the teacher in facilitating cooperative learning activities and groups.
Collaborative learning refers to instructional methods where students work together in small groups toward a common goal. It allows students to learn from one another and take responsibility for their own learning as well as their peers'. The teacher acts as a guide rather than sole authority, and students develop interpersonal skills. Collaborative learning has advantages like promoting critical thinking, acknowledging individual differences, and developing interpersonal skills. However, it can take more time to implement than individual learning.
Distance education provides educational opportunities without increased budgets by using technology to bridge the gap between teachers and physically distant students. It takes various forms including online courses, videoconferencing, and correspondence courses. Research shows distance education can be as effective as traditional instruction when appropriate methods and technologies are used to enable student-student and teacher-student interaction and feedback. Effective distance education programs require careful planning and selecting the right mix of media like video, audio, and print to meet student needs.
advantages and disadvantages distance learningFaisal Khan
This document discusses distance learning and provides an overview of its history, technologies used, advantages, and disadvantages. It begins by defining distance learning and describing how it aims to provide flexible education to learners who are separated from instructors by distance or time. The document then covers the history of distance learning dating back to the 18th century, how technologies like radio, television, and the internet have enabled new forms of distance education. It also compares distance learning to traditional face-to-face learning and finds that learning outcomes can be similar when courses are well-designed. The document concludes by discussing considerations for distance learning environments and objectives.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
This document defines key terms related to e-learning and discusses technologies used for online learning. It describes e-learning as the delivery of education through electronic means using computers or mobile devices. Distance education predated e-learning, but e-learning allows learning to be accessed on-demand without limitations of time or location. Popular platforms for hosting online courses include Udemy, Odijoo, and RCampus. Evaluation of e-learning can assess course structure, content, multimedia used, and visual design. The document also outlines benefits like cost-effectiveness and accessibility, as well as drawbacks such as reliance on technology and self-motivation.
This document discusses various forms of distance education including open learning, electronic learning, computer-assisted language learning, educational technology, learning management systems, mobile learning, social networks, virtual schools, and web conferencing. It also covers technologies used for synchronous and asynchronous delivery as well as types of distance education courses like correspondence, internet-based, and telecourses.
The document discusses the increasing use of information and communication technologies (ICT) in distance learning. It notes that ICT has replaced direct teacher-student interaction and allows various strategies to actively engage students. The paper focuses on the role of ICT in open and distance education, and explores technology-based media which is important for distance learners. It provides examples of technologies used like audio/video media, computers, and the internet. Factors to consider in technology selection include learning objectives, subject matter, learner characteristics, and available resources. Effective use of ICT enhances the quality of distance learning.
This document discusses e-learning, including its definition as electronic learning using computers and web technology. It outlines several modes of e-learning like web-based learning, virtual classrooms, and webinars. The advantages of e-learning are easy access, flexibility, and different learning styles, while disadvantages include costs, lack of equipment, and feeling of isolation. Common e-learning tools are YouTube, Gmail, and PowerPoint. The key difference between classroom and online learning is that e-learning saves time and allows learning anywhere, while traditional learning is limited to the classroom. COVID-19 has led to widespread school closures and a rise in online learning globally.
The document discusses Web Based Instruction (WBI) which refers to providing a learning environment that is mediated and supported via the Internet/Intranet. It describes WBI as utilizing the attributes and resources of the World Wide Web to create a meaningful learning environment. The document outlines the key features of WBI including its ability to include multimedia, hypertext/hypermedia capabilities, and allowing for distance/formal learning. It also discusses the different types of WBI (asynchronous and synchronous), the need and significance of WBI in enabling distance learning and reducing costs, and how instructional design models like ADDIE can be applied to develop effective WBI.
Problems and issues in distance education by Sajjad Awan PhD Scholar TE DTSC ...Malik Sajjad Ahmad Awan
Sajjad Awan, a PhD scholar at DTSC Khushab, presented on problems and issues in distance education. He defined problems as difficult things requiring solutions and issues as points of debate. Some key problems discussed included concerns over instruction quality, cost effectiveness, misuse of technology, equipment problems, and instructor and student attitudes. Issues included lack of technological literacy, challenges with program evaluation and accreditation, focusing too much on technology over content, alienating instructors, difficulties with non-native language instruction, lack of institutional support, regional focus issues, and copyright concerns. The presentation aimed to explain these challenges to improve distance education.
This document discusses e-learning and its advantages over traditional learning. E-learning refers to internet-enabled learning using online resources and multimedia. It allows learning to occur anywhere, anytime through self-paced learning. The key benefits of e-learning are its convenience, lower cost, consistency in content delivery, and ability to make learning more interactive through multimedia. However, e-learning also requires motivation and computer skills from learners as well as access to internet and technology. The document provides tips on creating effective e-learning modules using content from textbooks and ensuring learner assessment and progress tracking.
The document discusses various Open Educational Resource (OER) initiatives in India. It provides background on the history and definition of OERs, highlighting their importance for improving access to education. It then outlines several major Indian government programs and projects focused on developing and sharing OERs, including the National Digital Library of India, NPTEL, e-PG Pathshala, the Consortium for Educational Communication, and SWAYAM. The initiatives aim to widen access to educational content through open licensing and various digital platforms providing open courseware, e-books, video lectures, and other learning materials.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
The document discusses the impact of COVID-19 on teaching and learning in India. It notes that distance learning became the top educational technology trend due to school closures. It discusses best practices for online teaching including the use of apps like WhatsApp and Facebook for communication. E-learning resources provided at the national level are mentioned, as well as the development of e-content and use of social media for educational purposes. The conclusion states that virtual education will likely continue post-pandemic as an accepted parallel system.
Online teachers have several technology tools available for distance education, including learning management systems, communication tools, and tools for creating instructional materials. Learning management systems are software applications that deliver course content, track progress, and facilitate communication. They allow asynchronous access to course materials anywhere with an internet connection. Communication tools include asynchronous options like email and discussion boards, as well as synchronous options like instant messaging, web conferencing, and virtual worlds. Teachers also have many options for creating and sharing visual and interactive instructional materials, such as presentation software, multimedia tools, and web authoring software.
Online education involves taking courses over the internet without attending a physical school, allowing for flexible schedules and self-paced learning. It can be synchronous, with live virtual classes, or asynchronous, where students complete lessons independently. The growth of online learning presents challenges for institutions but also opportunities to reach more learners through virtual classrooms that allow interaction between students and teachers.
The project method is a teaching method that requires students to present the results of information gathered about a concept through a concrete project. It emphasizes learning by doing and develops students' manipulative and creative skills. Guidelines for effective use include assigning appropriate students to projects, providing clear objectives and evaluation criteria, carefully designing and checking projects, and recognizing outstanding work.
This document discusses and compares cooperative learning and collaborative learning. It defines cooperative learning as students working together in small groups to achieve a common academic goal, with each member responsible for their own learning and helping others. Collaborative learning is defined as two or more people learning together through group work and discussion. The document outlines the basic assumptions, approaches, procedures, and advantages of cooperative learning, as well as the features, instructional phases, applications, and advantages of collaborative learning. It concludes that both are important constructivist instructional methods that are more time consuming than traditional methods.
This document discusses collaborative learning, which involves students working together in small groups on a common task or project. The key aspects of collaborative learning covered include:
- Students work together to explore a question or create a project, and are responsible for their own and each other's learning.
- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
This document discusses cooperative learning. It defines cooperative learning as a learning method where students work together in small groups to achieve a common academic goal. The document outlines the key characteristics of cooperative learning, including students working in small groups, positive interdependence, face-to-face interaction, individual accountability, and equal participation. It also discusses the basic elements of cooperative learning, such as positive interdependence, face-to-face interaction, individual accountability, equal participation, and group processing. Finally, the document explains the important role of the teacher in facilitating cooperative learning activities and groups.
Collaborative learning refers to instructional methods where students work together in small groups toward a common goal. It allows students to learn from one another and take responsibility for their own learning as well as their peers'. The teacher acts as a guide rather than sole authority, and students develop interpersonal skills. Collaborative learning has advantages like promoting critical thinking, acknowledging individual differences, and developing interpersonal skills. However, it can take more time to implement than individual learning.
The document discusses various pedagogical strategies to respond to individual student needs, including cooperative learning strategies, peer tutoring, social learning, buddy systems, reflective teaching, and multisensory teaching. It defines each strategy and outlines their benefits. Cooperative learning involves students working in small groups to accomplish shared goals. Peer tutoring pairs students to work on academic and social skills. Social learning occurs through observing others. Buddy systems promote friendship and support between two students. Reflective teaching has teachers evaluate their practices. Multisensory teaching engages multiple senses to enhance learning. These strategies help create an inclusive classroom that meets all students' needs.
This document discusses cooperative learning as an educational approach that organizes classroom activities into academic and social learning experiences through small group work. It identifies five essential elements for successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, interpersonal skills building, and group processing. The document also outlines characteristics of cooperative learning including small group size, task focus, cooperation/interaction, individual responsibility, and division of labor. Benefits include improved content comprehension, reinforced skills, active learning, and boosted self-esteem.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching is the most important school-level factor influencing student achievement, and that ongoing professional development is important for helping teachers advance their skills.
The document discusses 10 innovative teaching strategies to increase student engagement: 1) personalized learning, 2) project-based learning, 3) inquiry-based learning, 4) jigsaws, 5) asking open-ended questions, 6) flipping the classroom, 7) using QR codes, 8) culturally inclusive teaching, 9) providing feedback, and 10) using flexible learning environments. These strategies aim to improve academic outcomes by introducing new methods that appeal to different learning styles and promote active, collaborative, and self-directed learning.
1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
Twenty First Century Teaching Strategies for Secondary School Teachersjostmedjos
This document discusses strategies for 21st century teaching in secondary schools. It begins by covering the historical contexts of different eras and defines key concepts like teaching, strategies, and methods. It then discusses the differences between teaching methods and strategies. Several strategies are described in detail, including flipped classroom, gamification, project-based learning, cooperative learning, and peer teaching. The strategies emphasize developing skills like critical thinking, communication, collaboration, and creativity to prepare students for the modern world.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
The document discusses several methods to promote student efforts in learning, including enhancing students' self-belief in their abilities as learners, enabling students to work autonomously and with others, recognizing the central role of teachers in engagement, creating active and collaborative learning experiences, ensuring educational experiences challenge students, and investing in support services. Specific techniques mentioned include collaborative learning, cooperative learning, interactive sessions, dealing with heterogeneous groups, project work, and workshops/seminars. The goal is to shift students from passive learning to taking an active role in their education.
This document discusses cooperative learning, which involves students working in small groups to help each other learn. It explains that cooperative learning structures positive interdependence among students so that individual accountability and group processing are used to maximize learning. Five essential components of cooperative learning are described: positive interdependence, promotive interaction, individual accountability, interpersonal skills, and group processing. Different types of cooperative learning structures and steps for implementation are also outlined. Benefits include improved academic achievement for all students, while limitations include the time required and potential student resistance.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Collaborative learning involves students working together in groups to solve problems or complete projects. It has benefits like celebrating diversity and developing interpersonal skills. Cooperative learning is a specific type where students work in groups on structured activities and each student is accountable for their own and their group's work. Both involve active learning but cooperative learning includes student roles and evaluation of individual work. Active learning techniques discussed include listening, viewing images, presentations, role playing, and writing.
Active Learning Techniques: Overview, Benefits, Implementation And Challenges...Future Education Magazine
This document discusses active learning techniques as an alternative to traditional passive learning approaches. It explores the significance of active learning, which emphasizes student participation over passive absorption of information. The benefits include improved retention and understanding, enhanced critical thinking skills, increased motivation and engagement, and promotion of collaboration. Common active learning techniques are described, such as think-pair-share, case-based learning, flipped classroom, and interactive lectures. The document also addresses implementing active learning, assessing its effectiveness, and overcoming challenges like resistance to change, large class sizes, and time constraints.
This document discusses several methods for promoting student effort in learning, including:
1. Enhancing students' self-belief in their ability to learn and overcome challenges.
2. Providing opportunities for students to work autonomously and with others to develop competence and intrinsic motivation.
3. Recognizing the central role of teachers in student engagement when they are approachable, well-prepared, and sensitive to student needs.
It also discusses specific techniques like collaborative learning, where students work together to solve problems or create products, drawing on each other's skills, and co-operative learning, where students work in groups to achieve shared learning goals.
The document discusses seven main approaches to teaching bookkeeping and accountancy:
1. Journal approach - Students learn to record transactions in journals before posting to ledgers.
2. Ledger approach - Students start by learning ledgers before journals.
3. Balance sheet approach - Students first learn the end product (balance sheet) before the individual steps.
4. Equation approach - Students learn about assets, liabilities, capital and how transactions affect the accounting equation.
5. Spiral development approach - Concepts are revisited and built upon incrementally.
6. Complete cycle approach - Students complete the entire accounting cycle on a single sheet to see the full process.
7.
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The curriculum is the planned interaction of learners with instructional content, materials, resources, and processes for evaluating educational objectives. It includes goals and objectives, content or subject matter, methods, learning experiences, and assessment. The curriculum is broader than the syllabus, which provides details on topics, materials, expectations, and evaluation for a particular course. State bodies like the SCERT are responsible for developing the curriculum and advising on policy, while examining boards and teachers prepare more specific syllabi. Curricula aim to connect learning to life outside of school and encourage active, collaborative construction of knowledge.
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Action research is a scientific process used to solve practical problems in education. It involves teachers identifying issues in their daily work, defining the problems, collecting evidence, formulating hypotheses to address the causes of problems, testing solutions, evaluating the results, and determining if the problems were solved. The goal is to improve infrastructure, working styles, democratic attitudes, and generate a better learning environment at educational institutions. Key steps include identifying problems, defining them precisely, listing causes, creating action plans, choosing appropriate research designs, testing hypotheses through new teaching methods, evaluating outcomes, and determining if the problems were addressed. Benefits include developing scientific thinking in teachers and potentially raising student achievement and discipline, while disadvantages are that results cannot be widely generalized.
This lesson plan outlines a business studies class on organizing. The class will use lecture, group discussion, and activities to help students understand the meaning and steps of organizing. Key points that will be discussed include defining organizing, identifying its core terms and concepts, and examining the five main steps in the organizing process - division of work, grouping activities and departmentation, assigning duties, developing relationships, and coordinating activities. The goal is for students to remember, understand, apply, and appreciate the concepts of organizing through interactive learning experiences.
1. The lesson plan is for a Business Studies class on organizing. It aims to help students understand the meaning and concepts of organizing like division of work and departmentation.
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3. Key points about organizing that will be emphasized are that it is the process of establishing effective relationships and structure among workers, it involves dividing total work into functions, and putting similar activities into departments to improve efficiency.
The document discusses the importance of honesty, defining it as being trustworthy, loyal, fair, and sincere. It notes honesty involves moral character, positive thinking, truthfulness, integrity, and avoiding lying, theft, and cheating. The document tells a story about a woodcutter to illustrate its points and encourages the reader to achieve honesty in their own life and make the earth green through their honest actions.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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INTRODUCTION
Complexity of the business world warrants imparting a wide variety of
learning experience to the students, the traditional approaches of instruction for
commerce education are inadequate for providing the learner centred and
appropriate learning experience. In this situation the innovative modern
approaches of instructional strategies play a prominent role in providing
effective learning experience to the learners regarding, commerce, trade and
industry. Innovative approaches are followed mainly for the transaction of the
curricular material in a controlled learning environment. The innovative
approaches have the ability to apply the principle of activity centeredness of
learner orientation, linkage, effectiveness etc. in their implementation stage.
This will help the learners to take his maximum effort in learning process.
Through that, the learners is responsible for exploring new knowledge and
constructing it.
A commerce teacher can adopt the innovative approaches and strategies
foe effectively transacting the curriculum at higher secondary level. Problem
based learning, meaningful verbal learning, collaborative and co - operative
learning, experimental learning etc. are the major types of innovative
approaches and strategies. All these approaches are motivating the learner to
learn and teacher can acts as a guide to promote reflective learning. Reflective
learning will not only help in through understanding but also will help students
to keep on learning at one’s own pace. It will foster creativity and also result in
metacognition. Thus, the innovative approaches are essential for transacting a
learner centred curriculum.
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INNOVATIVE STRATEGIES
Learning should take place through the interaction between the active
learning environment and the learner. The innovative strategies are the most
powerful tools to ensure effective learning. These activities consider the
learners capabilities and creativity, which is why learning takes place in an
effective way.
The most powerful strategies are:-
1. Collaborative learning
2. Co – operative learning
3. Experimental learning
1. COLLABORATIVE LEARNING
Collaboration is a philosophy of interaction where individuals are
responsible for their action, including learning and respect the abilities
and contribution of their peers. Collaborative learning is an educational
approach to teaching and learning that it involves groups students
working together to solve aproblem, complete a task, or create a product.
According to the Gerlach“collaborative learning is based on the
idea that naturally social act in which the participants talk among
themselves. It is through the talk that learning occurs.”
Collaborative learning is a method of teaching and learning in
which student team together to explore a significant question or create a
meaningful project. A group of students discussing a lecture or students
from different schools working together over the interaction a shared
assignment are the example of collaborative learning.
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There are many approaches to collaborative learning. A set of
assumptions about the learning process under lies them all:
1. Learning is an active process whereby students assimilate the
information and relate this new knowledge to a framework of prior
knowledge.
2. Learning requires a challenge that opens the door for the learner to
actively engage his/her peers, and to process and synthesize
information rather than simply memorize and regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people
with varied backgrounds.
4. Learning flourishes in a social environment.
In collaborative classroom, the lecturing/listening/note taking
process may not disappear entirely, but it lives along sider other process
that are based on student discussion and active work with course material.
That is the aim of collaborative learning is the shift of learning from a
teacher centred to the student centred.
Benefits of collaborative learning
a. Develops higher level thinking
b. Increases students retention
c. Promote students faculty interaction and familiarity
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d. Build self-esteem in students
e. Develops oral communication skills
f. Develop social interaction skills
g. Promote positive race relations
h. Encourage diversity understandings
i. Enhance self-management skills
j. Encourage alternate student assessment techniques
2. CO – OPERATIVE LEARNING
Co – operative learning is a learning strategy in which the pupils are
structured into groups of peers who work together towards a common
goal. It is an educational approach aims to organise classroom activities
into academic and social learning experience.
It is defined as “Teaching method wherestudents of mixed levels of
ability are arranged into groups are rewarded according to the group’s
success, rather than the success of the individual member. Co – operative
learning structures have been in and out of favour in American education
since the early 1990s, when they were introduces by the American
education reformer John Dewey. Co-operative learning is sometimes
thought of simply as group work, but groups of students working together
might not be working collaboratively.”
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Elements of Co – Operative Learning
Cooperative learning researchers David and Roger Johnson have
identified five elements that define cooperative learning:
1. Face to Face learning
2. Positive Interdependence
3. Individual Accountability
4. Group processing
5. Collaborative Skills
Cooperative Learning Method
Before collaborative groups are formed, it’s important to each skills of
collaboration. During the lessons, a teacher should circulate around the
classroom to make sure all students participating in their individual
groups. Shy and introverted students might not find the cooperative
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process helpful and should not be forced to be in the group. Some
techniques for cooperative learning are as follows
1. Reciprocal learning: This method is used after a teacher has
presented a lecture or lesson, in a students work in groups of two or
three, where they ask and responsible for and what the group is
responsible for.
2. Group Processing: Students are given a means for analysing their
groups for how well the group has learned, and whether or not
collaborative skills are being used.
3. Collaborative skills: Students learn not only the subject matter, but
interpersonal and how to work in teams. Students are taught skills of
communication, leadership and conflict management during the early
stages of cooperative learning sessions
Advantages of cooperative learning
1. Students develop higher proficiency in critical reasoning strategies
and abilities.
2. Students experience higher levels of intrinsic motivation to learn.
3. Facilitate behaviour based on stronger group interaction
4. Students internalise many of the positive attitudes necessary for
working effectively with others.
5. Develops positive towards attitude towards teachers, principals and
other school personnel as well as towards peers.
Disadvantages of cooperative learning
1. If cooperative learning is not properly planned and designed. It can
allow for “free rider” effect, in which some group’s members do all or
most of the works while others go along for ride.
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2. Possibility of diffusion of responsibility.
Teacher’s role in cooperative learning
Teacher has prominent role in co-operative learning. These
include:-
1. Specifying the objectives for learning task.
2. Assigning adequate learning activities to the students.
3. Observing, analysing and giving proper directions to the students.
4. Clarifying the doubts raised by the students
5. Evaluating student’s performance
Distinction between Collaborative And Cooperative Learning
Collaborative Learning Cooperative Learning
1. Collaborative learning
reflects the philosophy of
working together with less or
no control of a supervisor or
teacher.
2. Collaboration refers to the
whole process of learning
where students teach each
other, students teach the
teacher by asking doubts and
the teacher teaches the
students too.
3. In collaborative learning
more responsibility is shared
among the learners and the
teacher has only less control
over the learning if the
students.
4. Collaborative learning has a
wider scope compared to
cooperative learning.
1. Cooperative learning is the
technique or strategy with a
well - structured form for the
purpose of a particular
objective.
2. Cooperation is a technique
helpful to finish a certain
product oriented task by
working together in a faster
and more effective way.
3. In cooperative learning,
teacher maintains the control
of the group or class even
though the students will be
working together to
accomplish a goal.
4. Cooperative learning has
only a narrow scope related
to a specific task.
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5. In collaborative learning,
time allowed to complete the
work is decided by the
learners themselves.
6. Here the learner have the
freedom to decide the details
of evaluation programme.
5. A fixed time schedule is
given by the teacher.
6. Details of the evaluation
programme are decided by
the teacher.
3. EXPERIENTIAL LEARNING
Experiential learning is the process of learning through experience and
is more specifically defined as “learning through reflection of doing”.
Experiential learning is distinct from rote or didactic learning, in
which the learner plays a comparatively passive role.
It is defined as a method of educating through first – handed
experience. Skills, knowledge, and experience are acquired outside of
the traditional academic classroom setting, and may include
internships, studies abroad, field trips, filed research, and service –
learning projects.
The concept of experimental learning was explored by John Dewey
and Jean Piaget, among others. It was made popular by education
theorist David A Kolb, who, along with John Fry, developed the
experiential learning theory, which is based on the idea that learning is
a process whereby knowledge is created through the transformation of
experience. It is based on four main elements which operates in a
continuous cycle during the learning experience:
1. Concrete experience
2. Reflective experience
3. Abstract experience
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4. Active experience
Experimental learning cycle
Kolb’s experimental learning cycle
Characteristics of experimental learning
1. Learning is a continuous process grounded process in experiences
2. Learning involves transaction between the person and the environment
3. Learning is a process of creative knowledge
4. Learning is a process involves creative knowledge
5. Experiential learning focus on-
a. How one thinks about the world
b. How one acts in the world
Advantages of Experiential Learning
1. Practical field experience is more productive than any amount of reading
or classroom sessions
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2. Learning by doing is the core essence of experiential learning and this
makes learning more meaningful and purposive.
3. Develop self confidence
4. Results in the development of competence, capability and in capacity
building.
5. Teacher can ensure the active participation of the students.
Teacher’s role in experiential learning
1. Setting a positive climate of learning.
2. Clarifying the purpose of the learner
3. Organising and making available resources of the learner(s).
4. Balancing intellectual and emotional components of learning.
5. Sharing feelings and thoughts with learner but not dominating.
Experiential learning can be effectively used on commerce education at
higher secondary level. It will provide a wide variety of learning experience
to the learner. In higher secondary classes, the teacher can use experiential
learning to supplement the regular classroom feeding.
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CONCLUSION
“The biggest enemy of teaching is the talking teacher”. Because learning
became fruitful only when it provide an opportunity to think creatively.
Innovative strategies provide such an opportunities and make learning as a
meaningful one.
The true strength in our classroom lies on the collaboration of learners,
not the knowledge of one expert. Here arise the significance of innovative
strategies. This strategies stimulates the creative thinking and develops a
wide range of thinking strategies and perceptual skills which are not called
forth by books or lecture. It eliminates the gap between where the learner is
now and where he wants to be in regard to a particular set of competencies.
And also motivating the learner for attaining the peaks of learning. Thus it is
clear that, the innovative strategies are the powerful tool that determine the
quality and effectiveness of learning.
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REFERENCE
Dr Sivarajan K &Lal E K, 2008, Commerce Education, Calicut
university, Kozhikode
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