Strategies for meaningful learning in higher education

Abstract

This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. The problem addressed here is the need to change traditional didactic teaching in higher education programs toward more meaningful learning-oriented approaches. It begins under the assumption that meaningful learning is created if students are given freedom and confidence, they can find their own answers and developing their knowledge, both in the classroom and in practical life. The method used is the analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements and the didactic strategies used. The result of the analysis shows the need to move from traditional didact teaching in higher education programs toward more meaningful learning-oriented strategies. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place, obtains better results in the training of professionals. It is recommended that teaching in higher education should abandon traditional didactics and embrace more meaningful oriented teaching strategies.

The analysis of English education students' interest in mathematics courses

“…In indicator (c) of the student's attention to mathematics, the subject is always careful in doing each exercise given, and the subject can also understand the material well. When students can understand mathematics well, it indicates that the lectures are meaningful to them (Vargas-Hernández & Vargas-González, 2022). In indicator (d) of student involvement in mathematics, the subject is always involved in every discussion in class or with his group and always answers when asked by the lecturer or his friends.…”

The effect of emotional intelligence on the learning achievement of physics high school students

“…Learning is no longer just a process of transferring knowledge or learning materials to students (Achor & Ngbea, 2022;Nusantari et al, 2021;Obielodan et al, 2021;Rumalolas et al, 2021). Learning has a wider place, and it must be a vehicle for the holistic development of students' potential through the active role of students toward better change (Mbaubedari et al, 2022;Pambudi et al, 2022;Soltura, 2022;Vargas-Hernández & Vargas-González, 2022;Zannah et al, 2022). In this situation, teachers' constructive efforts are urgently needed in developing students' emotional dimensions so that students are increasingly able to face various problems (Ahmed et al, 2019;Fiori & Vesely-Maillefer, 2018;Mishra, 2012), enthusiastic (Lutfiah, 2021;Saptono, 2016;Yulika, 2019), diligent (Anita et al, 2020;Katodhia & C. Sinambela, 2020), responsible (Arikan, 2020;Tarigan et al, 2020), able to establish healthy communication with other individuals or groups (Cherry et al, 2013;Hassan et al, 2014;Hendon et al, 2017), these are the emotional roots that form the basis for achieving the desired success (Moser, 2017;Nauli Thaib, 2013).…”

In-service EFL students’ peer assessment for the enhancement of their writing skills

“…That is to say, it theorizes knowledge is not provided only by the teacher to learners on the stage; rather it is acquired by learners' active engagement in activities using their prior experiences as a basis for new knowledge. In such classes, learners are the makers of meaning (Vargas-Hernández & Vargas-González, 2022;Xu, 2022) and they discover themselves instead of waiting the teacher to provide readymade knowledge. Thus, the teachers' role is facilitating learners of diverse backgrounds so as to help them utilize their effort and work cooperatively (Soltura, 2022).…”