Humanistic Approaches to Learning

Sharp, Alastair

doi:10.1007/978-1-4419-1428-6_530

Cited by 18 publications

(10 citation statements)

References 3 publications

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“…5) Humanism Humanistic learning approaches are built on the concepts of humanism and take into account a learner's interests, goals, and passion in order to maximise their potential. Learners are encouraged to take responsibility for their own learning intrinsically rather than extrinsically motivated [38].…”

Section: A Learning Theories and Modelsmentioning

confidence: 99%

AI-Based Personalized E-Learning Systems: Issues, Challenges, and Solutions

et al. 2022

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A personalized e-learning system is effective in imparting enhanced learning to its users. As compared to a conventional e-learning system, which provides similar contents to each learner, a personalized learning system provides specific learning contents and assessments to the learners. Personalization is based on Artificial Intelligence (AI) based techniques in which appropriate contents for each learner are determined using the level of comprehension of the learner and the preferred modes of learning. This paper presents requirements and challenges for a personalized e-learning system. The paper is focused in elaborating four research questions, which are related to identifying key factors of personalized education, elaborating on state of the art research in the domain, utilizing benefits of AI in personalized education, and determining future research directions. The paper utilizes an extensive survey of current research papers in answering these questions. It provides a comprehensive review of existing solutions in offering personalized e-learning solutions. It also elaborates on different learning models and learning theories, which are significant in providing personalized education. It proposes an efficient framework, which can offer personalized elearning to each learner and identifies significant directions for future research. The paper is beneficial for academicians and researchers in understanding the requirements of such a system, comprehending its methodologies, and identifying challenges which are needed to be addressed.

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Section: A Learning Theories and Modelsmentioning

confidence: 99%

AI-Based Personalized E-Learning Systems: Issues, Challenges, and Solutions

et al. 2022

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“…The humanistic approach is centered on the student as the individual. It assumes that learning is about intelligence and about educating the "whole person," taking into account one's interests, goals, and enthusiasm so that students' full potential can be achieved [11].…”

Section: Humanistic Approachmentioning

confidence: 99%

“…Learners are encouraged to be responsible for their own learning and are intrinsical, not extrinsically motivated. The humanist approach to learning mathematics supports positive emotions in students (motivation, self-confidence, empathy, and high self-esteem) and tries to avoid negative emotions (anger, anxiety, stress, and depression) [11].…”

Section: Humanistic Approachmentioning

confidence: 99%

Problem Solving in Mathematics and Students' Attitudes towards a Humanistic Approach

Suhandri¹,

Kusumah²,

Turmudi³

et al. 2021

ujer

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Anxiety and fear are the main sources of student failure to accept mathematics learning and impact their inability to solve mathematical problems that require concentration, persistence, and seriousness. This study aims to: (1) Examine the improvement of students' mathematical problem-solving abilities through humanistic approaches and direct learning based on learning and at the school level; (2) Determine whether there is an interaction between learning (humanistic approach, direct learning) and the school level (moderate, low) on improving mathematical problem-solving abilities; (3) Students' attitudes towards the humanistic approach. This research method is quasi-experimental using the nonequivalent control-group design. The population in this study was students of class VIII MTs in Pekanbaru City, and the sample was students in two classes at each different school level, totaling 120 students. The instrument used consisted of problem-solving test questions. The conclusions obtained in this study are: (1) The overall achievement of the mathematical problem-solving ability of students who take learning with a humanistic approach is better than students who take direct learning. There are differences in the increase in problem-solving of students who take the humanistic approach and students who take direct learning;(2) The best quality in improving students' mathematical problem-solving abilities in the two learning groups is at the medium school level; (3) There is no interaction between learning (humanistic approach, direct learning) and the school level (moderate, low) on improving mathematical problem-solving abilities; (4) Learning with a humanistic approach raises a positive attitude: courageous, active and creative in students and able to work well among fellow students.

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“…According to Selznick (2008), "Four mainstays, or pillars, of humanist science are; a concern for the quality of experience, the interdependence of morality and wellbeing, normative theory, and the prevalence and efficacy of ideals or standards," which means, the four pillars of humanistic learning are focusing on the quality of experience experienced, an interdependence between morality and positive behaviour, a normative theory, and an evenness and efficacy of the ideal and standard. The steps of the humanistic learning model according to Burhanuddin (2014), namely; determining learning objectives, determining learning materials, identifying the initial abilities of students or students, identifying possible learning topics that involve students to be able to learn actively, designing learning facilities, such as the environment and learning media, guiding students in applying new concepts to real situations, guiding students to be able to understand the nature and meaning of learning experience, and evaluating learning processes and outcomes.…”

Section: Figurementioning

confidence: 99%

Improving elementary students' mathematical reasoning abilities through sociohumanistic-based learning

Hidayat¹,

Wahyudin²,

Jailani³

et al. 2020

Journal for the Education of Gifted Young Scientists

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This study aimed to determine the improvement of students' mathematical reasoning abilities through sociohumanistic-based learning. This research was a quasi-experimental study with a non-equivalent control group design. The population in this study were all class IV in one elementary school in Salatiga. The sample consisted of two classes, namely classes and selected by purposive sampling. The instrument used was a mathematical reasoning ability test. Data analysis used t-test (Independent Sample t-Test) and Mann Whitney. The analysis results show that: (1) based on the results on a limited, medium, and wide-scale try-out, the developed model is easy-practical-effective in its implementation; (2) the improvement in mathematical reasoning skill of the students taught using the model is higher than that of taught using direct instructions; and (3) Sociohumanistic-based learning has several advantages especially can generate endorphins (hormone of happiness) to make the students love math, can foster self-reliance of learners, able to activate the storage capabilities of the human brain into long-term memory. Based on the results of this research and development, it can be concluded that the developed model is easy, practical, and effective to improve the mathematical reasoning skill of elementary school students.

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Humanistic Approaches to Learning

Cited by 18 publications

References 3 publications

AI-Based Personalized E-Learning Systems: Issues, Challenges, and Solutions

AI-Based Personalized E-Learning Systems: Issues, Challenges, and Solutions

Problem Solving in Mathematics and Students' Attitudes towards a Humanistic Approach

Improving elementary students' mathematical reasoning abilities through sociohumanistic-based learning

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