Cognitive, Affective, Social and Cultural Aspects of Teaching and Learning in Media Studies

Kabha, Robin

doi:10.12973/eu-jer.8.4.1287

Cited by 11 publications

(8 citation statements)

References 28 publications

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“…To encourage and facilitate constructivistic learning, instructors/educators must design, monitor, and review their learning in order to make the learning activities become student-centered. This is to ensure that teachers and lecturers provide meaningful learning experiences (Kabha, 2019). The empowerment of critical thinking skills, self-regulation and learning independence can improve students' learning experiences and academic achievement (Uyar, Genc, Yasar, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

Amin¹,

Corebima²,

Zubaidah³

et al. 2020

EUROPEAN J ED RES

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The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.

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Section: Discussionmentioning

confidence: 99%

The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

Amin¹,

Corebima²,

Zubaidah³

et al. 2020

EUROPEAN J ED RES

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“…There are different reflections in science how positive the usage of media resources for the development of a young person's personality in society is (Scannell, 2017). Scientists come to the conclusion that with a well-organized usage of media technologies in the learning process, this can have a positive impact on the development of the cognitive and personal spheres of children (Kabha, 2019). This circumstance is indicated by other scientists, such as D. Taylor, J.…”

Section: Discussionmentioning

confidence: 99%

The Usage of Educational Media Resources for the Development of the Personality of Children in a Family: the Analysis of Parental Opinions

Грицай¹

2021

Media Education (Mediaobrazovanie)

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The article analyzes the parental opinion on features of the usage of modern media resources in organizing for the development of the personality process in a family. The purpose of research was to study of parents' understanding of the goals and objectives of media education and also the real parents' needs in media resources to facilitate the process of personality development their children and give them new information about the process of education. We used the following methods of cognition: a problem method, a survey method, a system-structural method. The study involved 500 parents from different regions of Russia (62 regions). Parents were asked 6 questions. The survey showed that parents confuse the concepts of "media education" and "information communication technologies". They mean digital education by media education. This creates a false understanding of the goals of media education. Also most often parents refer to media resources to look for ready-made solutions to educational tasks for their children. At the same time the potential of educational media platforms and other resources for personality development children remains little in demand. The use of media resources by parents to study various approaches to raising children is difficult due to the peculiarities of people mentality of the country, accustomed to adopt the model of education from parent family. The study made it possible to identify the difficulties of learning schoolchildren with the help of media resources. It concludes that, first of all, parents do not indicate the difficulty of a technical nature (the lack of a computer in the family, the lack of an Internet connection) and distrust to the usage of new information technologies as children's personality development tools. The difficulties were in organizing qualitative learning process in new conditions that children could master with a high degree of motivation and independence. Parents are often not aware of the goals and objectives of media education. Therefore, parents and children need clarification about the goals of media education. Competent pedagogical support of the media education process can help parents become "allies", and not "opponents" of teachers in the formation of media skills of schoolchildren.

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“…Whereby, scientists arrive at the conclusion that if properly organized, the use of media technologies in the learning process can have a positive impact on the development of the cognitive and personal sphere of children (Gibson et al, 2018;Kabha, 2019). Nowadays the cyberspace is a home place for contemporary digital generation, accustomed to convergence technologiesas a way of integration into the Worldwide Web (Reid, Norris, 2016).…”

Section: Discussionmentioning

confidence: 99%

Results of Schoolchildren Teaching Through Media Technologies in the Context of a Pandemic: Investigation of Parents’ Opinions

2020

Media Education (Mediaobrazovanie)

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In this paper we will analyze parental view on the difficulties in organizing mass education for students through media technologies usage in the spring of 2020. The goal of the research is to study the most significant learning difficulties in the new format, which have been pointed out by parents. The following methods of cognition have been used in this study: problem method, survey method, system-structural method. The study engaged 400 parents from different regions of Russia (54 regions). Parents were asked to answer 5 questions. Parents identified 3 forms of learning through media technologies used by teachers: extended "take-home assignment" mode; online lessons mode and mode of working with educational platforms. Parents pointed out the poor quality of education by means of the media technologies to have been chosen. The study showed low parental satisfaction with the learning process. A media technologies learning difficulties model was created (according to parents). Among the significant learning difficulties, parents highlighted the low media competence of the pedagogical as well as parental communities, the shortage of competent mechanisms for children's knowledge assessment, the lack of proper motivation for learning as well as zero independent work skills. Parents indicated that children did not have the opportunity to learn while communicating interpersonally with the teacher and peers. A fore-referenced difficulties were identified by parents as the major setbacks to media technologies usage in modern schools. Therefore, in the minds of parents, this learning model should be investigated intensively and seriously improved by the teaching community.

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Cognitive, Affective, Social and Cultural Aspects of Teaching and Learning in Media Studies

Cited by 11 publications

References 28 publications

The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

The Usage of Educational Media Resources for the Development of the Personality of Children in a Family: the Analysis of Parental Opinions

Results of Schoolchildren Teaching Through Media Technologies in the Context of a Pandemic: Investigation of Parents’ Opinions

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