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Full-Text Articles in Education
Can Digital Media Affect The Learning Approach Of Medical Students?, Sonali Prashant Chonker, Hester Lau Chang Qi, Tam C. Ha, Melissa Lim, Mor Jack Ng, Kok Hian Tan
Can Digital Media Affect The Learning Approach Of Medical Students?, Sonali Prashant Chonker, Hester Lau Chang Qi, Tam C. Ha, Melissa Lim, Mor Jack Ng, Kok Hian Tan
Faculty of Social Sciences - Papers (Archive)
Background: Students' learning approaches have revealed that deep learning approach has a positive impact on academic performance. There are suggestions of a waning interest in deep learning to surface learning. Aim: To assess if digital media can reduce the incidence of surface learning approach among medical students Method: A digital video introducing three predominant learning approaches (deep, strategic, surface) was shown to medical students between March 2015 and January 2017. The Approaches and Study Skills Inventory for Students (ASSIST), was administered at the beginning and end of their clinical attachment, to determine if there were any changes to the predominant …
Proposing A Haptic Approach To Facilitating L2 Learners' Pragmatic Competence, Michael S. Burri, Amanda Ann Baker, William Acton
Proposing A Haptic Approach To Facilitating L2 Learners' Pragmatic Competence, Michael S. Burri, Amanda Ann Baker, William Acton
Faculty of Social Sciences - Papers (Archive)
Pragmatic competence plays a critical role in successful communication. Pragmatics in the second language classroom has received substantial interest in TESOL, yet teachers often find the teaching of pragmatics challenging. Instruction generally tends to focus on grammar and vocabulary development, even though pragmatics is closely linked to the sound system (i.e., phonology) of the language. An effective method should combine attention to both pragmatic and phonological competence. We propose an integrated approach, drawing on haptic (movement and touch) pronunciation teaching techniques (Acton, Baker, Burri & Teaman, 2013) to facilitate study and uptake of pragmatics in the classroom. In part by …
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Faculty of Social Sciences - Papers (Archive)
A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had previously demonstrated poor conceptual understanding of fraction concepts and operations, with a Representational Reasoning in Teaching and Learning (RRTL) approach aimed at strengthening their conceptual knowledge. A comparison of pre- and post-test results indicated that participants showed a significant improvement in shifting the balance of …