Students’ beliefs and experiences of interdisciplinary learning

Zhan, Ying; So, Wing Mui Winnie; Cheng, Irene Nga Yee

doi:10.1080/02188791.2017.1301880

Cited by 8 publications

(7 citation statements)

References 14 publications

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“…On the contrary, preservice teachers, who have mostly knowledge-based learning in the university, could not transform or utilize their experiences in advanced learning strategies. Nevertheless, learning is a continuous experience, and so preservice teachers' learning beliefs and strategies would change over time with their learning experience (Zhan et al, 2017). Examining in-service teachers' learning strategies, we found that there were significant differences in elaboration motive (p < 0.05) and elaboration style (p < 0.01).…”

Section: Early Childhood Teachers' Online Academic Learning Experiencesmentioning

confidence: 84%

“…Other research has also revealed that learning beliefs are not stable characteristics. As students proceed through their studies, their beliefs change over time with their learning experiences (Zhan et al, 2017). Therefore, according to the constructivist view of learning, the main learning outcome is the development of students' learning beliefs (Vereijken et al, 2018).…”

Section: Learning Beliefsmentioning

confidence: 99%

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Online academic learning beliefs and strategies: a comparison of preservice and in-service early childhood teachers

Mou

Kao

2020

OIR

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PurposeThis study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.Design/methodology/approachTwo hundred preservice and in-service teachers respectively from Taiwan participated in this research. A focus group discussion was carried out concerning the development of the questionnaires. The exploratory and confirmatory factor analysis confirmed good construct validity and reliabilities of the survey.FindingsThe survey results showed that in-service teachers generally held more sophisticated learning beliefs than the preservice teachers in all scales. Also, in-service teachers responded with a higher level of online academic learning strategies than the preservice teachers did. Regarding their online experiences, preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. However, preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. It was found that those in-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.Practical implicationsThe findings of this study could provide insights for the development of online academic learning ability in preschool teacher training programs.Originality/value(1) In-service teachers generally held more sophisticated learning beliefs than the preservice teachers. (2) Preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. (3) Preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. (4) In-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

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Section: Early Childhood Teachers' Online Academic Learning Experiencesmentioning

confidence: 84%

Section: Learning Beliefsmentioning

confidence: 99%

Online academic learning beliefs and strategies: a comparison of preservice and in-service early childhood teachers

Mou

Kao

2020

OIR

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“…The findings emphasize that flipped learning helps students learn information more permanently compared to other modes of teaching and that it boosts students’ academic performance and overall success. Active learning strategies are among the most efficient ways of facilitating permanent learning in education and in other fields, leading to a new area of exploration in the literature (Zhan et al 2017 ).…”

Section: Discussionmentioning

confidence: 99%

“…As a teaching approach, flipped learning also provides an opportunity to transform the basic traditional teaching method that places teachers at the center of the learning experience. Outside class, educators provide basic instruction via videos, allowing them to make the best use of time in class by applying a wide range of active learning strategies, methods, and techniques (Bergmann and Sams 2012 , 2014 ; Bergmann 2018 ; Reidsema et al 2017 ; Fell-Kurban 2019 ; Şahin and Fell-Kurban 2016 ; Zhan et al 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

2021

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As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.

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“…Discipline integration is one of proposed models to connect content and synthesize disciplines for STEAM education. It is critical for university students to accumulate interdisciplinary learning experiences for their life and future careers (Frodeman et al, 2010;Zhan et al, 2017). Therefore, this study examined university students' attitudes towards STEAM via a thematic 3D design project.…”

Section: Introductionmentioning

confidence: 99%

University Students’ Attitudes Towards Steam via a Thematic 3d Design Project

Mou

2023

JBSE

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The development of STEAM education has captured researchers’ attention due to its advantages for students’ learning and interest in related subjects, specifically in kindergarten to grade 12 (K-12) educational settings. However, there is limited research on the inclusion of STEAM in higher education, and what university students think as they are on the professional training track. This study aimed to examine university students’ attitudes towards STEAM via a 3D design project. Twenty-seven college students participated in this study. A questionnaire and focus group interviews were administered at the end of the course to uncover the students’ learning enjoyment, conceptions of STEAM learning, and intentions of STEAM future design/work involvement. The results show that the students enjoyed the 3D STEAM project regardless of their performance. High-performance students had higher conceptions of STEAM learning after the project. All of the students highly agreed that they could integrate interdisciplinary knowledge into their 3D designs. With regard to future intentions, they generally did not show an active attitude towards STEAM involvement. The students’ learning enjoyment in the STEAM project did not have a strong positive correlation with their future intentions. Findings from this study could offer inspiration for art-oriented courses that look for potential interdisciplinary integration and expression in STEAM. Keywords: attitudes towards STEAM, university students, STEM, 3D design

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Students’ beliefs and experiences of interdisciplinary learning

Cited by 8 publications

References 14 publications

Online academic learning beliefs and strategies: a comparison of preservice and in-service early childhood teachers

Online academic learning beliefs and strategies: a comparison of preservice and in-service early childhood teachers

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

University Students’ Attitudes Towards Steam via a Thematic 3d Design Project

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