Author(s)
Van Rensburg, Gisela HildegardKeywords
Learning stylesLearning style assessment
Learning process
Learning environment
Kolb model of experiential learning
Academic achievement
Adult learner
Learning theories
Dimensions of learning
Learning approaches
Learning activities
Educational environment
Educator
Teaching styles
Educational instruction
Higher education
610.730711
Nursing -- Study and teaching (Higher)
واصفات البيانات
عرض سجل المادة الكاملOnline Access
http://hdl.handle.net/10500/17751Abstract
Significant changes have taken place in higher education over dte past ten years. Learners are
 more liberated and want to be acknowledged as individuals with differences, and not expected to
 adapt their individual characteristics to fit in with the specific environment of the learning situation.
 A new emphasis is placed upon creating and sustaining learning environments that accommodate
 Ieamer needs and dte process of effective learning. Learners' individual needs include their need
 to learn how to learn and an acceptance of their individual differences as expressed in learning
 styles.
 Active Ieamer participation in dte learning process is necessary for effective learning to take place.
 Only dten can the desired outcome be reached. For a Ieamer to actively participate in the
 learning process, the Ieamer must know how to learn, and how to function as an independent
 Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is
 necessary.
 The impact of individual differences on education and the way they affect educational practice,
 future learning and academic achievement places the emphasis even more strongly on constant
 awareness, updatlng or change, improvement and development of the educational environment.
 The educator, as one of the role players in the educational environment, is the facilitator of
 learning, and should be empowered with a strong knowledge base regarding individual differences
 among both learners and educators, thus becoming more innovative and creative.
 Qualitative non-empirical research was undertaken. The aim of this research was to analyse and
 explore the concept learning style as well as to promote learning style awareness through
 assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning
 process and provide for systematic education.
 Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning
 Style Assessment Tool and a model for learning style promotion in higher education were
 constructed. The instrument enables learners and educators to assess their own learning st;ytes and
 identify their learning characteristics and preferences. The model can serve as a basis for
 acknowledging and accommodating learning styles in higher education. The desired outcome of
 this research is effective learning and quality education.Health Studes
D. Litt. et Phil. (Advanced Nursing Sciences)
Date
2015-01-23Identifier
oai:uir.unisa.ac.za:10500/17751Van Rensburg, Gisela Hildegard (2002) Thesis, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17751>
http://hdl.handle.net/10500/17751
حاويات
مواد ذات صلة
عرض الملفات ذات الصلة بواسطة: العنوان، المؤلف، المنشئ والموضوع.
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Distance Education and Community Learning Networks linked by a Library of CultureSantiago, Joseph A (DigitalCommons@URI, 2011-02-14)Humans are relational beings with their modeled behavior as practical examples of cultural routines that they hear, see, read, and assemble on their own from communal pieces of information to answer the needs of their everyday lives (Bandura, & Jeffrey, 1973). Yet few researchers have looked at the differing synthesis of culture and generally assume that others share similar ideas/values that lead to particular events and worldviews (Lillard, p.5 1998). Informational and cultural contact zones can be created to support CLNs, universities, and individuals in a variety of roles to encourage their interactions so they might design, and challenge the fundamentals of these programs and seek to better cooperation amongst the public itself (Tremmel, 2000). By increasing communication and collaboration of educational systems throughout the community will begin to raise the standard of living for all people (Bohn, & Schmidt, 2008). This will begin to draw people out from the digital divide and increase the access of technology and information available to all people with the community. Utilizing CLNs to support and further education will allow an interconnected web of assessments, standards, and cooperative efforts that has the potential of increasing democracy by empowering people from their communities.
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Teaching Mathematics Effectively to Primary Students in Developing CountriesCachaper, Cecile; Soendergaard, Bettina Dahl (World Bank, Washington, DC, 2017-09-06)This paper uses research from
 neuroscience and the psychology of mathematics to arrive at
 useful recommendations for teaching mathematics at primary
 level to poor students in developing countries. The
 enrollment rates of the poorer students have improved
 tremendously in the last decade. And the global Net
 Enrollment Ratio (NER) has improved since 2001 from 83.2
 percent to 90-95 percent except in Sub-Saharan Africa and
 South Asia. Making teaching of math and other subjects
 efficient for the poor in developing countries is a great
 challenge, particularly in south Asia and Sub-Saharan
 Africa. Many developing countries have explored new means of
 teaching math and other subjects. Mongolia changed its
 mathematics education, aiming to build a new set of
 priorities and practices, given the abandonment of earlier
 traditions. Similar to international trends of the time,
 South Africa in the 1990s extensively applied the
 constructivist learning philosophy which relied on
 exploration and discovery, with little emphasis on
 memorization, drill, In conformity with a belief that
 teachers could develop their own learning programs, there
 was virtual absence of a national or provincial syllabus or
 textbooks. Students were expected to develop their own
 methods for arithmetic operations, but most found it
 impossible to progress on their own from counting to actual
 calculating. This study integrates pertinent research from
 neuroscience and the psychology of mathematics to arrive at
 recommendations for curricular and efficient means of
 mathematics instruction particularly for developing
 countries and poor students at primary level. Specifically,
 the latest research in neuroscience, cognitive science, and
 discussions of national benchmarks for primary school
 mathematics learning, form the basis of our recommendations.
 These recommendations have a reasonable chance of working in
 the situational contexts of developing countries, with their
 traditions and resources.
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How Much and What Kind of Teaching Is There in Elementary Education in India? Evidence from Three StatesLinden, Toby; Sankar, Deepa (World Bank, Washington, DC, 2014-02)This study focuses on the link between
 teachers' 'time-on-task' (TOT) and the nature
 of tasks in classrooms. This study, carried out with
 concurrence from Ministry of Human Resource Development
 (MHRD), is built upon the independent study commissioned by
 MHRD to explore teacher attendance rates in schools. This
 study ventures beyond the quantitative dimensions of teacher
 attendance (physical presence) to look at the
 'time-on-task' (TOT) and nature of tasks, that is,
 the quantity and quality of teacher presence and
 interaction. Most specifically, it will provide insight into
 the work environment of teachers who are the key to service
 delivery and suggest implications for both policy and
 program interventions to empower teachers and introduce more
 accountability into the system. The McKinsey and Company
 study (Barber & Mourshed, 2007) identified three things
 that matter most: (1) getting the right people to become
 teachers; (2) developing them into effective instructors;
 and (3) ensuring that the system is able to deliver the best
 possible instruction for every child. In the present study,
 the attempt is to see whether the teachers are
 'effective instructors' and the system is
 delivering the best to its children. The study aims to find
 out the factors that facilitate improved quality of
 instructional time on the one hand, and what it means to the
 whole process of improving learning levels on the other. In
 addition, there is an effort to understand the
 characteristics of various enabling inputs