Learning is frequently operationalized as a permanent change in behaviour as a result from experience. Experience (or more appropriately a learning experience) is the deliberately designed practice that educators create in order to support and facilitate learning within their students. The underlying challenge for scholars in the teaching and learning disciplines, then, is to research and identify more effective and efficient ways to purposefully design learning experiences (methodology), so that students may be able to achieve the afore mentioned permanent change in behaviour.
£129.00 – £189.00
Foreword By
Charles A. Shoniregun, Infonomics Society, UK and ROI
Brett J. Holt, University of Vermont, USA
The Chapters in this book are connected by the authors’ passion to investigate learning. The reader will find that these Chapters reflect a diverse cross-section of teachers and learners. The authors have investigated methodologies in both adults (andragogy) and children (pedagogy), learning online or in-person, learning in the classroom or in the workforce, and learning in multiple domains. While these chapters offer a broad range of teaching/learning topics, the reader will discover that they are all linked by the common theme of assisting our understanding of how educators can design learning experiences for people to learn more effectively and efficiently. Each of these authors have provided the reader with conclusions that will provoke thoughtful methodological design. On a serious note, the authors were committed to discovering how the learning process can be enhanced through deliberately designed practices.
Table of contents
(5 Chapters)
Chapter 1 (Cheryl McChargue and Diana Mindrila)
Factors of Social-Emotional Learning in the Elementary School Classroom: A Teacher Perspective
DOI: 10.20533/978-1-913572-62-4_1
The Chapter One focuses on public elementary school teachers’ perceptions of Social and Emotional learning (SEL) instruction in their classrooms. The study intends to identify the degree to which teachers are providing SEL instruction in their classrooms. This Chapter identified SEL factors as perceived by teachers, and examined the variations in teachers’ perceptions across levels of experiences and other demographic subgroups.
Student-Centered Learning: A Design Science Approach To Teach Millennials
DOI: 10.20533/978-1-913572-62-4_2
In Chapter Two, the Authors identify specific non-technical skills that IT/CS employees must have but fail to learn as part of their vocational training at HEIs. An action design research approach was suggested to tailor executive training and development to assist IT/CS employees to acquire the required skills, while continuing to adhere to good instructional principles to facilitate efficacious learning.
Investigation of Reducing Phonological Errors of EFL Learners Relying on Listening Comprehension
DOI: 10.20533/978-1-913572-62-4_3
The Chapter Three focuses on the analysis of English pronunciation of Persian speakers. The Author attempted to select simple sentences from Fundamentals A/B book, and asked learners to firstly introduce themselves in English and then record their voice. Analytic research method was used, and data were collected using field study. The distinction between English syllables and Persian syllables is a category that is very basic in language learning because it is the origin of the major pronunciation errors of language learners. Therefore, this area requires the efforts of teachers and more accurate training of distinctions in the form of short conversations and emphasis on listening skills (including the use of the movies in original language with purposeful methods). The phonological errors of the learners will be reduced by using the educational method based on short films in original language and more emphasis on the listening comprehension of the learners.
The Chapter Four provides an in-depth understanding of role stress in adolescents with abundant literature review of previous studies that have examined role stress in adolescence. It revealed that role stress has been widely studied in adult samples, yet little attention has been given to exploring the role stress in adolescence. Moreover, predominantly role stress was studied as role overload, role ambiguity, lack of relationship quality or a lack of social support. Few studies have explored the perceptions of adolescents experiencing role stress; that is, the feeling of dissatisfaction with their relationships. Therefore, this research study is significant in addressing the increasing wellbeing concerns reported by adolescents, through contributing to the limited body of knowledge in this field.
Technology-Based Teaching Pedagogies: Online Learning in the Pandemic Time
DOI: 10.20533/978-1-913572-62-4_5
The Chapter Five presents the current real challenges in high dropout rates at the first-year university level, focus on knowledge construction rather than enhancing skills, poor students’ motivation and engagement, weak connection to real-world examples, overlapping course contents, and excessive student debt. The Author provided a comprehensive remedy to the existing challenges by incorporating technology into teaching practices, and proposed pedagogical BL model that entails employing a blend of in-person and live activities, usually in the form of video-based classes and online quizzes in the same course. The BL and flipped classrooms must be used as tools to face the current challenges and make the shift from an educator-centered approach to a learner-centered approach. Students can use simulations, games, and role-play (SGRP) to immerse themselves in a fictional world by simply imitating the real environment in which they act given a particular scenario.
This item is non-returnable, but if the item arrives damaged or defective, a replacement will be send to you. Please send an email to defectivebook@infonomics-society.org
The Chapters in this book are connected by the authors’ passion to investigate learning. The reader will find that these Chapters reflect a diverse cross-section of teachers and learners. The authors have investigated methodologies in both adults (andragogy) and children (pedagogy), learning online or in-person, learning in the classroom or in the workforce, and learning in multiple domains. While these chapters offer a broad range of teaching/learning topics, the reader will discover that they are all linked by the common theme of assisting our understanding of how educators can design learning experiences for people to learn more effectively and efficiently. Each of these authors have provided the reader with conclusions that will provoke thoughtful methodological design. On a serious note, the authors were committed to discovering how the learning process can be enhanced through deliberately designed practices.
Table of contents
(5 Chapters)
Chapter 1 (Cheryl McChargue and Diana Mindrila)
Factors of Social-Emotional Learning in the Elementary School Classroom: A Teacher Perspective
DOI: 10.20533/978-1-913572-62-4_1
The Chapter One focuses on public elementary school teachers’ perceptions of Social and Emotional learning (SEL) instruction in their classrooms. The study intends to identify the degree to which teachers are providing SEL instruction in their classrooms. This Chapter identified SEL factors as perceived by teachers, and examined the variations in teachers’ perceptions across levels of experiences and other demographic subgroups.
Student-Centered Learning: A Design Science Approach To Teach Millennials
DOI: 10.20533/978-1-913572-62-4_2
In Chapter Two, the Authors identify specific non-technical skills that IT/CS employees must have but fail to learn as part of their vocational training at HEIs. An action design research approach was suggested to tailor executive training and development to assist IT/CS employees to acquire the required skills, while continuing to adhere to good instructional principles to facilitate efficacious learning.
Investigation of Reducing Phonological Errors of EFL Learners Relying on Listening Comprehension
DOI: 10.20533/978-1-913572-62-4_3
The Chapter Three focuses on the analysis of English pronunciation of Persian speakers. The Author attempted to select simple sentences from Fundamentals A/B book, and asked learners to firstly introduce themselves in English and then record their voice. Analytic research method was used, and data were collected using field study. The distinction between English syllables and Persian syllables is a category that is very basic in language learning because it is the origin of the major pronunciation errors of language learners. Therefore, this area requires the efforts of teachers and more accurate training of distinctions in the form of short conversations and emphasis on listening skills (including the use of the movies in original language with purposeful methods). The phonological errors of the learners will be reduced by using the educational method based on short films in original language and more emphasis on the listening comprehension of the learners.
The Chapter Four provides an in-depth understanding of role stress in adolescents with abundant literature review of previous studies that have examined role stress in adolescence. It revealed that role stress has been widely studied in adult samples, yet little attention has been given to exploring the role stress in adolescence. Moreover, predominantly role stress was studied as role overload, role ambiguity, lack of relationship quality or a lack of social support. Few studies have explored the perceptions of adolescents experiencing role stress; that is, the feeling of dissatisfaction with their relationships. Therefore, this research study is significant in addressing the increasing wellbeing concerns reported by adolescents, through contributing to the limited body of knowledge in this field.
Technology-Based Teaching Pedagogies: Online Learning in the Pandemic Time
DOI: 10.20533/978-1-913572-62-4_5
The Chapter Five presents the current real challenges in high dropout rates at the first-year university level, focus on knowledge construction rather than enhancing skills, poor students’ motivation and engagement, weak connection to real-world examples, overlapping course contents, and excessive student debt. The Author provided a comprehensive remedy to the existing challenges by incorporating technology into teaching practices, and proposed pedagogical BL model that entails employing a blend of in-person and live activities, usually in the form of video-based classes and online quizzes in the same course. The BL and flipped classrooms must be used as tools to face the current challenges and make the shift from an educator-centered approach to a learner-centered approach. Students can use simulations, games, and role-play (SGRP) to immerse themselves in a fictional world by simply imitating the real environment in which they act given a particular scenario.
