A Study on the Relationship among Knowledge Acquisition Sources at the Teacher- and College-Level, Student Absorptive Capacity and Learning Outcomes: Using Student Prior Knowledge as a Moderator

Peng, Michael Yao‐Ping; Zhang, Zhaohua; Ho, Sophia Shi-Huei

doi:10.12738/estp.2019.2.002

Cited by 5 publications

(5 citation statements)

References 44 publications

(69 reference statements)

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“…Research findings proved that teachers perceive their leadership through learning interactions with students in a classroom in three sequential steps-transferring knowledge, expanding learning capacity, and creating knowledge. Such a finding is somewhat different from those of researchers [9,11,12,20,21] who associate teacher leadership with the following sequence: sharing (receiving and giving) knowledge with responsibility, building knowledge, and providing opportunities for learning capacity. Thus, the first step-the transfer or sharing of knowledge-is universal in teacher leadership through learning interactions with students in a classroom.…”

Section: Discussioncontrasting

confidence: 70%

“…In knowledge transfer, teaching style and mode are the determining factors for student capability to obtain knowledge through the learning. The teaching modes such as "teacher-oriented" and "student-oriented" result in student capability to absorb and understand knowledge through learning by internalizing the received information [12]. Some of the key factors which interfere with the efficiency of knowledge transfer are cultural, economic, political, and geographical barriers [13].…”

Section: Knowledge Transfermentioning

confidence: 99%

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Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

2021

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Despite the abundance of decades of research into teacher leadership, uncertainty remains due to confusion around the notions of teacher leadership and the unity or at least the authenticity of definitions, and there is a need for a deeper understanding of this leadership process as the teacher works with students in the classroom. The existing definitions and descriptions of teacher leadership do not determine the connection between teacher leadership and student learning, and the subject remains empirically unsubstantiated. The aim of this study was to develop a set of categories of description derived from the teachers’ conceptions of their leadership in the classroom through learning interactions with students. The study was based on the phenomenographic research methodology. Data were collected by conducting semistructured interviews with 37 teachers. A phenomenographic analysis sought a description, analysis, and understanding of experiences with the focus on variation in the conceptions of the phenomenon, as experienced by teachers. Findings revealed that teachers discern their leadership through working with students at school in three stages represented by three categories of description—transferring knowledge, expanding learning capacity, and creating knowledge. All these stages are linked by teacher-student interaction which facilitates successful and meaningful learning for students within the classroom. The connections between the three stages demonstrate the need for teacher–student collaboration, teaching personalization, the professional expertise of the teacher, and learning cocreation. The findings of this study contribute to the expansion of the concept of teacher leadership not only as expert influence through the application of specific teaching methods, but as a coherent process from knowledge transfer to its creation through reciprocal teacher–student learning in the classroom.

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Section: Discussioncontrasting

confidence: 70%

Section: Knowledge Transfermentioning

confidence: 99%

Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

2021

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“…Transfer pengetahuan di tingkat guru berperan penting dalam daya serap dan hasil belajar siswa, bahwa orientasi siswa di tingkat perguruan tinggi berpengaruh besar terhadap daya serap siswa, dan pengetahuan awal siswa memiliki pemoderasi positif, pengaruh transfer pengetahuan guru terhadap daya serap siswa (Peng et al, 2019). Kemajuan teknologi dapat membantu untuk meningkatkan hasil belajar siswa terutama untuk siswa yang memiliki pengetahuan awal, teknologi berbasis komputer inovatif dapatmenjadi sebuah solusi untuk semuanya, dan melatih belajar mandiri serta metakognitif (Lou & Jaeggi, 2019;Taub & Azevedo, 2018).…”

Section: Pendahuluanunclassified

Peran Prior Knowledge Dalam Self Regulation Siswa Pada Materi Sistem Reproduksi

Toharudin

2023

bioedu

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Kondisi intenal dan kondisi eksternal berperan penting dalam proses pembelajaran. salah satu faktor internal yang mempengaruhi hasil belajar siswa adalah prior knowledge dan self regulation. Prior knowledge merupakan faktor utama yang akan mempengaruhi pengalaman belajar bagi para peserta didik dan amat penting perannya dalam meningkatkan kebermaknaan pengajaran, selain itu belajar juga dikontrol oleh aspek internal yang diatur oleh diri sendiri (self regulation) dengan mengelola proses belajar individu melalui pengaturan dan pencapaian tujuan dengan menggunakan strategi yang melibakan kognitif, motivasi dan perilaku. Penelitian ini bertujuan untuk mendapatkan informasi mengenai prior knowledge dan kemampuan self regulation serta mendapatkan informasi mengenai hubungan antara prior knowledge dan self regulation pada pembelajaran sistem reproduksi. Penelitian ini merupakan penelitian kualitatif. Subjek padaÂ penelitain ini adalah siswa SMA Pasundan 2 Cimahi, kelas XI IPA 1 dengan total 32 siswa. Teknik pengumpulan data untuk prior knowledge menggunakan tes, sedangkan untuk self regulation menggunakan angket. Analisis data dalam penelitian ini menggunakan uji normalitas, uji homogenitas, uji korelasi dan uji regresi. Hasil penelitian menujukan bahwa, prior knowledge siswa termasuk kedalam kategori tinggi, yaitu sebanyak 62,5% memiliki skor di atas KKM. Self regulationÂ siswaÂ dikategorikan baik, dengan 8 aspek yang sudah baik dan 2 aspek yang masih harus ditingkatkan. Terdapat kontribusi yang signifikan pada prior knowledge terhadap self regulation yaitu sebesar 56,6%. Dengan demikian dapat disimpulakn bahwaÂ prior knowledge merupakan kemampuan yang harus dimiliki siswa karena secara tidak langsung akan membentuk self regulation siswa dengan sendirinya.

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“…In existing research, learning satisfaction is often used as an "observation indicator" and evaluation tool to measure learners' intuitive feelings during the learning process [11]. At present, research mainly focuses on online learning regarding the COVID-19 pandemic, while the research on satisfaction in blended learning environments is relatively small.…”

Section: Introductionmentioning

confidence: 99%

Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model

Wang

Chen

et al. 2023

Sustainability

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At present, the learning ability satisfaction of university students under the blended learning mode is low, and this has an impact on the effect of teaching and students’ learning experiences. In order to effectively improve learning ability satisfaction, empirical research and a structural equation model were used to explore the influencing factors of university students’ learning ability satisfaction. This study identified the influencing factors of university students’ learning ability satisfaction under the blended learning model, and constructed a structural equation model of these factors based on their relationship with learning ability satisfaction. The model was verified and optimized to determine the weight of factors that affected university students’ learning ability satisfaction. The study showed that the external and internal factors with the greatest effect on university students’ learning ability satisfaction were resource support and learning self-efficacy, respectively. Internal influencing factors had a greater impact on the satisfaction of university students’ learning abilities than external factors. This study will expand the existing research perspective on learning ability satisfaction, provide important references for improving curriculum design and teaching effectiveness, and provide a theoretical basis for solving various practical questions caused by low learning ability satisfaction in teaching practice.

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A Study on the Relationship among Knowledge Acquisition Sources at the Teacher- and College-Level, Student Absorptive Capacity and Learning Outcomes: Using Student Prior Knowledge as a Moderator

Cited by 5 publications

References 44 publications

Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

Peran Prior Knowledge Dalam Self Regulation Siswa Pada Materi Sistem Reproduksi

Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model

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