Enhancing learning approaches: Practical tips for students and teachers

Azer, Samy A.; Guerrero, Anthony P. S.; Walsh, Allyn

doi:10.3109/0142159x.2013.775413

Cited by 69 publications

(57 citation statements)

References 34 publications

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“…This suggests that additional variables should be included in future studies. Second, previous research has shown that a student´s approach to learning may not be stable, changing in response to task characteristics, learning environments, or personal features (Aharony, 2006;Ahmed et al, 2012;Azer, Guerrero, & Walsh, 2013;García, Cueli, Rodríguez, Krawec, & González-Castro, 2015). It would be necessary to examine this component in a wider range of situations to better delimit its relationship with academic achievement; third, the results from the present study cannot provide evidence about the directionality of the relationship among variables.…”

Section: Limitationsmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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. How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels. Learning and Individual Differences, 49,31. AbstractThe relationship between students´ motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement.Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement.The variables in the model explained 21.3% of the variance in mathematics achievement.Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.

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Section: Limitationsmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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“…Current literature reports about the lack of disciplines that not only get the themes in a practical perspective, but also involves data interpretation, problem solving, experimental design, scientific report writing and collaborative work, with critical analysis of primary results and possible errors (Coil, 2010;Azer, 2013). In the present work, the proposed Summer Course in Molecular Biology challenged the students from biomedicine and biology undergraduate courses to isolate and manipulate DNA from human blood samples.…”

Section: Resultsmentioning

confidence: 99%

The Use of DNA Extraction for Molecular Biology and Biotechnology Training: A Practical and Alternative Approach

Lázaro-Silva¹,

Mattos²,

Castro³

et al. 2015

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DNA extraction and polymerase chain reaction are molecular biology techniques widely used in research, diagnostics and biotechnology industry. In this work, we report a practical course designed for undergraduate students of health, biological sciences and biotechnology areas. The course is five days long and emphasizes basic procedures in practical activities. The students were challenged to use three different protocols for DNA isolation (one using commercial silica column and two, in-house) using no lab animals but themselves. They evaluated the DNA yield, and potential amplification of the extracted DNA by PCR using their own cells genetic material. Students were stimulated to adopt a critical view during the course to develop skills including critical analysis of primary results and possible errors, scientific report writing and a problem solving profile.

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“…Providing and recommending a wide variety of learning resources, to suit learners with diverse learning preferences, may help students gain a variety of perspectives, integrate information from several learning resources, and extend their own learning approaches (Azer et al, 2013;Choi-Lundberg et al, 2015). In the present study, as well as data from over 140,000 respondents on the VARK website, the kinaesthetic responses are the most frequent at 29% compared to 22-26% for V, A, and R (VARK Learn Limited, 2016).…”

Section: Discussionmentioning

confidence: 99%

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

Yeom

Choi-Lundberg

Fluck

et al. 2017

ITSE

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Biographical Details:Soonja Yeom, is a Lecturer in School of Engineering and ICT. She teaches computer security and programming for the internet. Currently she is a PhD candidate with a thesis titled 'Undergraduate student acceptance of haptic simulation in gross anatomy learning'. Her research interests include technology-enhanced learning, human computer interface, and computer security.Derek Choi-Lundberg, PhD, is Senior Lecturer in Anatomy, School of Medicine, University of Tasmania. He teaches gross anatomy, neuroanatomy and embryology to first to third year medical students, and coordinates year 1, semester 2 of the MBBS course. His research interests include medical and anatomical sciences education, technology-enhanced learning, assessment, near-peer and reciprocal peer teaching & learning, and student learning approaches in anatomy.Andrew Fluck, PhD, is a Senior Lecturer in Information Technology and teacher educator at the University of Tasmania. He has an interest in curriculum transformation through the use of computers; developed an eExam system for students to use their own computers in high stakes assessment; and serves on the executive of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. See more at http://andrew.fluck.id.au/.Arthur Sale, PhD, is Emeritus Professor of Computer Science at the University of Tasmania. He has lectured on many aspects of ICT over a career of 55 years including human-computer interfaces, served as Chairman of the University's Professorial Board, as Pro Vice-Chancellor and was for 20 years head of the ICT department. He has published over 90 papers, many book chapters and two books. His primary research interests lie in computer design, programming languages, and the effects of the Internet on society.3 Abstract:Purpose -This research evaluates factors influencing undergraduate students' acceptance of a computer-aided learning (CAL) resource using the Phantom Omni haptic stylus to enable rotation, touch and kinaesthetic feedback, and display of names of three-dimensional (3D) human anatomical structures on a visual display. Design/methodology/approach -Software was developed using the software development life cycle, and was tested by students enrolled in various bachelor degrees at three stages of development within Technology Acceptance Model, action research and design research methodology frameworks, using mixed methods of quantitative and qualitative analysis. Findings -The learning system was generally well-accepted, with usefulness (72 ± 18, mean ± standard deviation, 0-100 visual analogue scale) rated higher (p<0.001) than ease of use (57 ± 22). Ease of use ratings declined across the three versions as modules were added and complexity increased. Students with prior experience with 3D interfaces had higher intention to use the system, and scored higher on identification of anatomical structures. Students with greater kinaesthetic learning preferences tended to rate the system higher. Haptic feedback was consi...

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Enhancing learning approaches: Practical tips for students and teachers

Abstract: Practicing each of these approaches by students and teachers and applying them in day-to-day learning/teaching activities are recommended for optimum performance.

Cited by 69 publications

References 34 publications

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

The Use of DNA Extraction for Molecular Biology and Biotechnology Training: A Practical and Alternative Approach

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

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