Showing papers on "Meaningful learning published in 2020"
TL;DR: The Community of Inquiry (CoI) framework as discussed by the authors is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence.
Abstract: This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen’s (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.
122 citations
TL;DR: In this special issue of Computers in Human Behavior, the Editors report four studies conducted by interdisciplinary teams and propose directions for future research and practice in Computational Thinking Education.
118 citations
TL;DR: In this paper, the authors analyzed the current situation of education in the context of the pandemic caused by COVID-19 and proposed a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuro-education in the field of managing emotions and motivational processes.
Abstract: This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
99 citations
21 Apr 2020
TL;DR: Sara, a conversational agent that appears during an online video lecture that provides scaffolds by voice and text when needed and includes a voice-based input mode, is developed.
Abstract: Enrollment in online courses has sharply increased in higher education. Although online education can be scaled to large audiences, the lack of interaction between educators and learners is difficult to replace and remains a primary challenge in the field. Conversational agents may alleviate this problem by engaging in natural interaction and by scaffolding learners' understanding similarly to educators. However, whether this approach can also be used to enrich online video lectures has largely remained unknown. We developed Sara, a conversational agent that appears during an online video lecture. She provides scaffolds by voice and text when needed and includes a voice-based input mode. An evaluation with 182 learners in a 2 x 2 lab experiment demonstrated that Sara, compared to more traditional conversational agents, significantly improved learning in a programming task. This study highlights the importance of including scaffolding and voice-based conversational agents in online videos to improve meaningful learning.
78 citations
TL;DR: An in-depth analysis that applied the Creativity Facets approach illustrates three types of implicitly integrated creativity that enhance meaningful learning with mobile technologies.
Abstract: Research shows a disconnection between creativity and education. In addition, studies rarely describe how instructors in higher education make use of mobile devices to foster student creativity. In order to obtain deeper knowledge of teaching practices, instructors in higher education were interviewed and 24 courses were analyzed using the constitutive elements of integrated course designs: teaching goals, learning activities, assessments, teacher-student interaction, and integration of mobile devices. The results show that instructors do not explicitly design for student creativity. However, an in-depth analysis that applied the Creativity Facets approach illustrates three types of implicitly integrated creativity that enhance meaningful learning with mobile technologies. The three design types are (a) Design of Interlinked Places, (b) Connected Communication Design, and (c) Process Design.
56 citations
TL;DR: The Enhancing Learning by Improving Process Skills in STEM (ELIPSS) Project as discussed by the authors developed a set of rubrics to assess critical thinking and information processing skills in STEM undergraduate students' written work.
Abstract: Process skills such as critical thinking and information processing are commonly stated outcomes for STEM undergraduate degree programs, but instructors often do not explicitly assess these skills in their courses. Students are more likely to develop these crucial skills if there is constructive alignment between an instructor’s intended learning outcomes, the tasks that the instructor and students perform, and the assessment tools that the instructor uses. Rubrics for each process skill can enhance this alignment by creating a shared understanding of process skills between instructors and students. Rubrics can also enable instructors to reflect on their teaching practices with regard to developing their students’ process skills and facilitating feedback to students to identify areas for improvement. Here, we provide rubrics that can be used to assess critical thinking and information processing in STEM undergraduate classrooms and to provide students with formative feedback. As part of the Enhancing Learning by Improving Process Skills in STEM (ELIPSS) Project, rubrics were developed to assess these two skills in STEM undergraduate students’ written work. The rubrics were implemented in multiple STEM disciplines, class sizes, course levels, and institution types to ensure they were practical for everyday classroom use. Instructors reported via surveys that the rubrics supported assessment of students’ written work in multiple STEM learning environments. Graduate teaching assistants also indicated that they could effectively use the rubrics to assess student work and that the rubrics clarified the instructor’s expectations for how they should assess students. Students reported that they understood the content of the rubrics and could use the feedback provided by the rubric to change their future performance. The ELIPSS rubrics allowed instructors to explicitly assess the critical thinking and information processing skills that they wanted their students to develop in their courses. The instructors were able to clarify their expectations for both their teaching assistants and students and provide consistent feedback to students about their performance. Supporting the adoption of active-learning pedagogies should also include changes to assessment strategies to measure the skills that are developed as students engage in more meaningful learning experiences. Tools such as the ELIPSS rubrics provide a resource for instructors to better align assessments with intended learning outcomes.
51 citations
TL;DR: Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts as discussed by the authors, and concept maps are considered an educational tool that promotes meaningful learning and t...
Abstract: Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and t...
48 citations
TL;DR: In this paper, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment.
Abstract: This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.
41 citations
TL;DR: A learning path recommendation (LPR) system is designed and implemented that clusters the learners into groups and selects an appropriate learning path for learners based on their prior knowledge, and shows that the group using the LPR system had a significantly higher performance and knowledge improvement in the course than the control group.
Abstract: The educational community has been interested in personalized learning systems that can adapt itself while providing learning support to different learners to overcome the weakness of ‘one size fits all’ approaches in technology-enabled learning systems. In this paper, one known problem in adaptive learning systems called curriculum sequencing is addressed. A learning path recommendation (LPR) system is designed and implemented that clusters the learners into groups and selects an appropriate learning path for learners based on their prior knowledge. The clustering component uses Fuzzy C-Mean (FCM) algorithm that can recommend more than one learning path to learners located on the cluster boundaries. Using bioinspired ant colony optimization (ACO) algorithm and meaningful learning theory, the ACO path finder component searches for a suitable learning path for the learners while incorporating their continuous improvements. The effectiveness of the LPR system is evaluated by developing and offering a database course to actual learners. The results of the experiment showed that the group using the LPR system had a significantly higher performance and knowledge improvement in the course than the control group. This indicated that the LPR system has a moderate to large impact on the learners’ performance and knowledge improvement.
32 citations
TL;DR: This article investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers using structural equation modeling (SEM), a three-way interaction between the type, frequency, and quality of field technology observations predicted changes in belief and intentions.
31 citations
TL;DR: It is demonstrated that video technology teaching methods and traditional teaching methods used in conjunction with each other create the most positive learning environment.
TL;DR: It is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction.
Abstract: This study adopted the design-based research (DBR) method to explore whether the integrated technology-enhanced learning mode could help college teachers design more interactive classes, and to assist undergraduate students in achieving active learning. The study lasted for 4 semesters and consisted of 3 research phases, in which the issues of how to use learning technology tools to promote active learning of course participation and peer assessment were explored. The participants of the whole study included about 458 2nd and 3rd year undergraduate students. After 3 iterative DBR phases, it is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction. Peer assessment with guiding assessment descriptions and evaluation rubrics using the Google suite was evaluated positively by most students. It facilitated advanced level cognitive knowledge acquisition and helped the students to produce constructive peer feedback. The future work for the next phases of DBR study is also discussed.
TL;DR: Key findings from this study are that students' previous experiences with older people, through family or work experiences, and their first clinical experience in long- term care negatively influenced their perceptions about working with olderPeople.
TL;DR: In this article, a concurrent triangulation strategy is used to collect quantitative and qualitative data concurrently, then comparing the two databases related to the presence or absence of convergence, differences, or combination.
Abstract: This research aims to facilitate and assist student learning in finding, gathering and analyzing what is needed to develop spiritual potential, self-control, personality, intelligence, noble character, by using seamless mobile media to get the required help in his life. Integration with guided inquiry learning the values of Islam and science in the phenomenon of natural at millennial students utilize information technology of learning resources available environment. The concurrent triangulation strategy is done by collecting quantitative and qualitative data concurrently, then comparing the two databases related to the presence or absence of convergence, differences, or combination. Based on this multivariate statistic analysis, there are differences in learning outcomes between millennial students who use seamless mobile media and non-seamless mobile media. Efforts to integrate Islamic values and science are realized learning outcomes that are; 1) wisdom of greatness, 2) usefulness in life, 3) artificial projects, 4) written reports, 5) responsibilities, 6) accuracy, 7) curiosity. The results of learning patterns that integrate Islamic values and science using seamless mobile media increase students’ skills, abilities, and knowledge. The millennial students can complete artificial projects and report very well their meaningful learning activities to have gratitude to all who made God’s creation on Earth. Efforts to integrate Islamic values and science essential to develop knowledge and ethical character. In Islam, every human being born in a sacred environment, and education becomes a deciding factor in the quality of a child’s religion by providing learning of meaning to improve the quality of millennial students.
TL;DR: Preliminary evidence that phone-based assessments can accurately capture basic numeracy skills is provided, and a series of preliminary practical lessons to guide researchers and service providers as they try phone- based learning assessments are proposed.
Abstract: School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.
Posted Content•
25 Oct 2020
TL;DR: This article summarizes existing CL designs based on the general framework of Difficulty Measurer + Training Scheduler and further categorize the methodologies for automatic CL into four groups, i.e., Self-paced Learning, Transfer Teacher, RL Teacher, and Other Automatic CL.
Abstract: Curriculum learning (CL) is a training strategy that trains a machine learning model from easier data to harder data, which imitates the meaningful learning order in human curricula. As an easy-to-use plug-in tool, the CL strategy has demonstrated its power in improving the generalization capacity and convergence rate of various models in a wide range of scenarios such as computer vision and natural language processing, etc. In this survey article, we comprehensively review CL from various aspects including motivations, definitions, theories, and applications. We discuss works on curriculum learning within a general CL framework, elaborating on how to design a manually predefined curriculum or an automatic curriculum. In particular, we summarize existing CL designs based on the general framework of Difficulty Measurer + Training Scheduler and further categorize the methodologies for automatic CL into four groups, i.e., Self-paced Learning, Transfer Teacher, RL Teacher, and Other Automatic CL. Finally, we present brief discussions on the relationships between CL and other methods, and point out potential future research directions deserving further investigations.
01 Jan 2020
TL;DR: A systematic review of over a decade (2004-2019) of educational research on K-12 teaching and teacher learning with social media, the authors reports on the state-of-the-art of social networking in education.
Abstract: Based on a systematic review of over a decade (2004–2019) of educational research on K-12 teaching and teacher learning with social media, this chapter reports on the state-of-the-art of social networking in education. Through analyzing 56 research articles, we address the following questions: (1) What social networking platforms are used by K-12 educators? (2) What specific features of those platforms are used by teachers and/or their students? (3) For what educational purposes do teachers adopt social networking? (4) What does learning look like in these spaces? This work contributes insights towards defining how educational networking benefits teachers both in the classroom and as a part of their professional development and challenges our perceptions of the role of educational networking in teachers’ informal learning. Few platforms are covered in depth in the literature (i.e., Twitter, Facebook, Edmodo) with inconsistent exploration of specific features (e.g., liking, retweeting). We describe trends in depictions of teacher and student learning, noting the high reliance on self-reported changes in practice, motivation, and attitude. Further research is needed to explore the application of specific social networking features in educational contexts and to expand our understanding of meaningful learning and participation in educational networking spaces.
TL;DR: The current pandemic has required a quick response to the unprecedented suspension of face-to-face instruction in higher education worldwide, requiring integration of screen-based virtual simulations and other innovative learning activities.
23 Mar 2020
TL;DR: A state-of-the-art analytic method is applied to detect learning strategies from the trace data collected in a MOOC and associations of the detected strategies with academic performance and personality traits (Big Five) are explored.
Abstract: Studying online requires well-developed self-regulated learning skills to properly manage one's learning strategies. Learning analytics research has proposed novel methods for extracting theoretically meaningful learning strategies from trace data originating from formal learning settings (online, blended, or flipped classroom). Thus identified strategies proved to be associated with academic achievement. However, automated extraction of theoretically meaningful learning strategies from trace data in the context of massive open online courses (MOOCs) is still under-explored. Moreover, there is a lacuna in research on the relations between automatically detected strategies and the established psychological constructs. The paper reports on a study that (a) applied a state-of-the-art analytic method that combines process and sequence mining techniques to detect learning strategies from the trace data collected in a MOOC (N=1,397), and (b) explored associations of the detected strategies with academic performance and personality traits (Big Five). Four learning strategies detected with the adopted analytics method were shown to be theoretically interpretable as the well-known approaches to learning. The results also revealed that the four detected learning strategies were predicted by conscientiousness, emotional instability, and agreeableness and were associated with academic performance. Implications for theoretical validity and practical application of analytics-detected learning strategies are also provided.
25 Jun 2020
TL;DR: Teachers can adapt the tools, resources, and advice included in this paper to fit their unique teaching needs as they move to online teaching contexts to build pedagogically sound online courses.
Abstract: The purpose of this paper is to share lessons learned and tools developed that teachers can use to build pedagogically sound online courses Transitioning to online instruction is not learning to teach all over again, and it does not have to feel that way either Through the lens of three common questions new online teachers ask, the principal of a university-run online high school offers practical advice for transforming current pedagogical practices into effective online teaching This transformation is structured with an innovative “multi-level” approach to assessment This structure helps organize the transformation, letting teachers focus on building and/or maintaining crucial relationships and meaningful learning experiences with their students,An innovative assessment lens structures the transformation of practices from brick-and-mortar to online settings, clearing the opacity of the online teaching context so that teachers can return their focus building relationships and meaningful learning experiences with their students,The paper offers immediately-implementable strategies for designing online courses that facilitate relationship building, meet curricular goals, and are pedagogically sound,Teachers can adapt the tools, resources, and advice included in this paper to fit their unique teaching needs as they move to online teaching contexts,This paper uses the pedagogical model and assessment lens developed by the university-run high school and its principal to offer unique, practically implementable strategies for transitioning from brick-and-mortar to online teaching in this tumultuous time
TL;DR: In this article, the effect of implementing STEM Project-Based Learning (PjBL) in terms of improving students' skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature.
Abstract: Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
19 Oct 2020
TL;DR: In this paper, the causal relationship of students' MOOC-efficacy on meaningful learning was examined, and the results indicated that students’ MOOCefficacy was positively associated with meaningful learning.
Abstract: This research explored two important constructs in 21st century e-education—students’ MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students’ MOOC-efficacy on meaningful learning. The study conceptualized students’ MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students’ MOOC-efficacy was positively associated with meaningful learning. The results show that students’ MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and χ2/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners’ needs and preferences. MOOCefficacy interventions are crucial in order to encourage students’ meaningful learning in the e-learning platform.
TL;DR: A qualitative user study of 15 students who searched for and made sense of information for business analysis and news writing tasks and observed the use of cognitive mechanisms for processing new information, examining individual concepts and relationships, and detecting anomalies.
Abstract: Throughout an information search, a user needs to make sense of the information found to create an understanding. This requires cognitive effort that can be demanding. Building on prior sensemaking models and expanding them with ideas from learning and cognitive psychology, we examined the use of cognitive mechanisms during individual sensemaking. We conducted a qualitative user study of 15 students who searched for and made sense of information for business analysis and news writing tasks. Through the analysis of think‐aloud protocols, recordings of screen movements, intermediate work products of sensemaking, including notes and concept maps, and final reports, we observed the use of 17 data‐driven and structure‐driven mechanisms for processing new information, examining individual concepts and relationships, and detecting anomalies. These cognitive mechanisms, as the basic operators that move sensemaking forward, provide in‐depth understanding of how people process information to produce sense. Meaningful learning and sensemaking are closely related, so our findings apply to learning as well. Our results contribute to a better understanding of the sensemaking process—how people think—and this better understanding can inform the teaching of thinking skills and the design of improved sensemaking assistants and mind tools.
30 Mar 2020
TL;DR: In this paper, the effect of implementing STEM Project-Based Learning (PjBL) in terms of improving students' skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature.
Abstract: Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
TL;DR: In organic chemistry, meaningful learning is essential when reflecting about multiple reaction pathways and selecting reaction centers—topics that require a complex and multivariate reasoning approach to decision-making.
Abstract: In organic chemistry, meaningful learning is essential when reflecting about multiple reaction pathways and selecting reaction centers—topics that require a complex and multivariate reasoning appro...
TL;DR: In this paper, the authors analyzed the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship.
Abstract: Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable development. This paper analyzes the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship. The empirical research aims to measure teacher–training experience, highlighting the potential of mobile devices and their applications in environmental education. Data collected from the research and results prove the positive impact of mobile learning in environmental education. Finally, a discussion about mobile learning and education for sustainable development is provided.
09 Oct 2020
TL;DR: A personalized brain- based quiz game was developed applying the principles of brain-based learning and Marzano Taxonomy for promoting meaningful learning and improving students’ higher order cognitive functions.
Abstract: Brain-based learning is the understanding of the human brain functions and its application in educational environments for meaningful learning. Brain-Based Learning adapts the learning process based on the function of human brain, providing a learner-centered tutoring environment. To this direction, a personalized brain-based quiz game was developed applying the principles of brain-based learning and Marzano Taxonomy for promoting meaningful learning and improving students’ higher order cognitive functions. Thus, the system adapts quiz content based on student knowledge level, emotional state and the learning goal set. Regarding the control grouped pre-test and post-test experiment; the results reveal that this approach has a positive effect on students’ performance, outperforming the traditional e-assessment systems.
TL;DR: This conversational strategy can minimize stress and anxiety in learners and optimize learning by reducing incivility and cognitive load, improving psychological safety, and strengthening clinical judgment skills.
Abstract: Background Civility, psychological safety, and effective stress management are essential for meaningful learning conversations. Problem Incivility triggers fear and humiliation, impairs clinical judgment and learning, reduces psychological safety, and increases cognitive load. These factors converge to make learners less likely to incorporate feedback, speak up when there is a problem, and discuss practice errors and patient safety issues. Approach The authors combined the Basic Assumption and the PAAIL (Preview, Advocacy1, Advocacy2, Inquiry, and Listen) conversational strategy to help surface (rather than obscure) both educators' and learners' thinking. The synergy of these 2 strategies allows educators to identify individual learning needs and develop the learners' clinical judgment skills. This process improves learning by reducing incivility and cognitive load, improving psychological safety, and strengthening clinical judgment skills. Conclusion This conversational strategy can minimize stress and anxiety in learners and optimize learning.
TL;DR: The execution process of SQL statements by using concept maps to improve learners’ understanding of SQL is described and potentially help educators understand the learning difficulties caused by the declarative nature of SQL and motivating researchers to resolve the inherent problem by considering learners” cognitive processes.
Abstract: Structured query language (SQL) is difficult to master because the execution process of SQL statements is invisible. When learning to construct an SQL query, learners must visualise the evolution process of the intermediate datasets of the SQL statement in working memory, which may burden learners' cognitive load and consequently jeopardise learning outcomes. This study describes the execution process of SQL statements by using concept maps to improve learners' understanding of SQL. An empirical experiment was conducted using two database courses, namely concept map-based and conventional instruction, to examine the relationship between concept maps and the understanding of SQL from a cognitive load theory perspective. The experimental results demonstrated the superiority of concept map-based instruction over conventional instruction because concept map-based instruction reduces extraneous load but increases germane load. Concept map construction facilitated learner engagement and promoted meaningful learning. Studying the instructors' concept maps helped learners follow the cognitive structures used by instructors to perform SQL queries, and enabled them to perceive the execution process of SQL queries relatively easily. These results potentially help educators understand the learning difficulties caused by the declarative nature of SQL and motivating researchers to resolve the inherent problem by considering learners' cognitive processes.
TL;DR: In this paper, the authors analyze the motivation and importance in the teaching-learning process for students and the teacher and how the interrelation of meaningful learning between the teacher who imparts knowledge-generating stimulate their classes and students who are capable to explore, investigate, learn new skills through the motivation provided by the educational setting.
Abstract: This article aims to analyze the motivation and importance in the teaching-learning process for students and the teacher and how the interrelation of meaningful learning between the teacher who imparts knowledge-generating stimulate their classes and students who are capable to explore, investigate, learn new skills through the motivation provided by the educational setting. The qualitative research describes theoretical content, guided by the deductive-inductive method referenced from journals, bibliographies, and analytical-descriptive. It has, as a result, the motivation in students, techniques and methodological strategies to achieve their goals.