2 resultados para team learning approach in education
Resumo:
Abstract: Active or participatory learning by the student within a classroom environment has been fairly recently recognized as an effective, efficient, and superior instructional technique yet few teachers in higher education have adopted this pedagogical strategy. This is especially true in Science where teachers primarily lecture to passively seated students while using static visual aids or multimedia projections. Teachers generally teach as they were taught and lecture formats have been the norm. Although student-learning theories as well as student learning styles, abilities, and understanding strategies have changed, traditional teaching techniques have not evolved past the chalk and talk instructional strategy. This research looked into students perceptions of cooperative learning or team-based active learning in order to gain insight and some understanding as to how students felt about this learning technique. Students attitudes were then compared to student grades to detennine whether cooperative learning impeded or ameliorated academic performance. The results revealed significant differences measured in all the survey questions pertaining to perception or attitudes. As a result of the cooperative learning activities, respondents indicated more agreement to the survey questions pertaining to the benefits of cooperative learning. The experimental group exposed to cooperative learning thus experienced more positive attitudes and perceptions than the groups exposed only to a lecture-based teaching and learning format. Each of the hypotheses tested demonstrated that students had more positive attitudes towards cooperative learning strategies. Recommendations as to future work were presented in order to gain a greater understanding into both student and teacher attitudes towards the cooperative learning model.||Rsum: Lapprentissage actif ou prparatoire par ltudiant au sein dune classe a t reconnu assez rcemment comme une technique denseignement plus efficace. Cependant, peu denseignants ont adopt cette stratgie pedagogique pour l'ducation post-secondaire. Ceci est particulirement le cas dans le domaine des sciences o les enseignants font surtout usage de cours magistraux avec des tudiants passifs tout en utilisant des aides visuelles statiques ou des projections multimdias. Les professeurs enseignent generalement comme on leur a eux-mme enseign et les cours magistraux ont t la norme par le pass. Les techniques traditionnelles d'enseignernent n'ont pas volu au-del de la craie et du tableau noir et ce mme si les thories sur lapprentissage par les tudiants ont chang, tout comme les styles, les habilets et les stratgies de comprhension dapprentissage des tudiants. Cette recherche se penche sur les perceptions des tudiants au sujet de l'apprentissage coopratif ou de l'apprentissage actif par quipe de telle sorte qu'on puisse avoir un aperu et une certaine comprhension de comment les tudiants se sentent par rapport ces techniques d'apprentissage. Les attitudes des tudiants ont par la suite t compares aux notes de ceux-ci pour dterminer si l'apprentissage coopratif avait nui ou au contraire amlior leurs performances acadmiques. Les rsultats obtenus dans l'tude d'ensemble rvlent des diffrences significatives dans toutes les questions ayant trait la perception et aux attitudes.
Resumo:
Rsum: Cette recherche s'est ralise dans une institution chinoise de formation des adultes. Il existe trs peu d'tudes prsentant la pratique de l'enseignement et de l'apprentissage en Chine. Aussi, il semble que cette tude de cas puisse tre utile. Elle porte sur le personnel de formation en administration conomique dans un centre de formation de Tianjin. Le but premier de cette recherche est de dcrire ce qui se fait cet institut de formation des adultes. Les aspects couverts vont de la slection du contenu de formation et des modalits d'enseignement jusqu' la comprhension de l'enseignement et de l'apprentissage. partir de l'exprience des professeurs de ce centre de Tianjin, cette tude cherche prcisment dcrire leurs perceptions et leurs attitudes en regard d'un enseignement centr sur l'apprentissage et dvelopp selon un mode de collaboration. Les fondements thoriques retenus s'inspirent des conceptions andragogiques de Knowles, de celles de Brookfield qui ont trait aux rles des formateurs et formatrices d'adultes et de Conti qui prsente une conception de l'enseignement qui se dveloppe selon un mode de collaboration. Les donnes sont t retenues la suite d'interviews et de questionnaires. Ce dernier instrument a t administr 70 professeurs de formation aux adultes. Les rsultats obtenus sont dcrits et analyss. Les principaux lments indiquent que la pratique actuelle de formation des adultes ce centre de Tianjin ne tient pas compte des principes de l'ducation des adultes prsent selon un mode de collaboration. La formation est centre sur l'enseignement. Il est souhaiter que cette recherche contribuera dvelopper une meilleure comprhension de l'enseignement et de l'apprentissage en Chine tel que perus par les formateurs et formatrices. Quelques suggestions de recherche complmentaires sont proposes la fin.||Abstract: The present study grew out of one Chinese adult institute. Relatively few works are available that present a view of what actually happens in Chinese adult teaching and learning practice. Accordingly, it is believed that a case study on Tianjin Institute of Training Economic Management Personnel (TITEMP) which has been working for years in varions forms of adult programs, will be very useful addition to the knowledge of Chinese adult teaching and learning. The primary purpose of the present study is to serve as an introduction to one Chinese adult institute (TITEMP) in terms of characteristics of teaching, including selecting teaching content and teaching pattern, and to expand the understanding of Chinese adult teaching and learning. Based on the experiences of teachers at TITEMP, the study seeks to investigate the issues of teacher's perceptions and attitudes of teaching and learning to obtain implications toward learning-centred and collaborative mode. The theoretical foundations include andragogical conceptions (Knowles), roles of adult teachers (Brookfield), and conceptions of collaborative teaching and learning mode (Conti). The main sources of data are: the interviews and results of the questionnaire. Questionnaire responses from 70 teachers with knowledge of adult teaching and learning are described and interpreted. The general findings of the study are that the existing adult teaching practice at TITEMP does not adequately account for the principles of adult learning in a collaborative mode with adult students. Adult learning is teaching-centred. Some suggestions for further research are offered. It is hoped and believed that this research will contribute to a better understanding of Chinese adult teaching and learning in general, more particularly to the empirical study of the teachers from teaching and learning perspective in a Chinese adult higher learning setting. The research findings will be used as basis for the exploration of Chinese adult teaching.
