Related Research Articles
Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).
Education is the transmission of knowledge, skills, and character traits. Its precise definition is disputed and there are disagreements about what the aims of education are and to what extent education is different from indoctrination by fostering critical thinking. These disagreements affect how to identify, measure, and improve forms of education. The term "education" can also refer to the mental states and qualities of educated people and the academic field studying educational phenomena.
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Autodidacticism or self-education is education without the guidance of masters or institutions. Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
Alternative education encompasses many pedagogical approaches differing from mainstream pedagogy. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.
Pedagogy, from Ancient Greek παιδαγωγία (paidagōgía), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Gifted education is a sort of education used for children who have been identified as gifted and talented.
Continuing education is an all-encompassing term within a broad list of post-secondary learning activities and programs. The term is used mainly in the United States and Canada.
Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed. A common concept is that individuals differ in how they learn.
This is an index of education articles.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Public education—from primary education through college—is open to every Saudi citizen. Education is the second-largest sector of government spending in Saudi Arabia. Saudi Arabia spends 8.8% of its gross domestic product on education, which is nearly double the global average of 4.6%. Islamic studies are part of the education system alongside scientific and social studies that vary from educational institution to another.
Tracking is separating students by academic ability into groups for all subjects or certain classes and curriculum within a school. It may be referred to as streaming or phasing in some schools.
Cluster grouping is an educational process in which four to six gifted and talented (GT) or high-achieving students or both are assigned to an otherwise heterogeneous classroom within their grade to be instructed by a teacher who has had specialized training in differentiating for gifted learners. Clustering can be contrasted with other ability-grouping strategies in which high achievers fill their own dedicated class, entirely separate from other students.
Gifted pull-outs are an educational approach in which gifted students are removed from a heterogeneous (mixed-ability) classroom to spend a portion of their time with academic peers. Pull-outs tend to meet one to two hours per week. The students meet with a teacher to engage in enrichment or extension activities that may or may not be related to the curriculum being taught in the regular classroom. Pull-out teachers in some states are not required to have any formal background in gifted education.
Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.
References
- ↑ Henderson, Euan. S. (1984). "Introduction: Theoretical perspectives on adult education". In Henderson, Euan. S.; Nathenson, Michael B. (eds.). Independent learning in higher education. Englewood Cliffs, N.J.: Educational Technology Publications. pp. 3–56. ISBN 978-0-87778-188-2 . Retrieved 25 May 2013.
- ↑ Moore, Kenneth D. (2009). Effective Instructional Strategies: From Theory to Practice (2 ed.). Thousand Oaks, Calif.: Sage Publications. p. 213. ISBN 978-1-4129-5644-4 . Retrieved 25 May 2013.
- ↑ Winebrenner, Susan; Brulles, Dina (2012). Teaching Gifted Kids in Today’s Classroom . Minneapolis, MN: Free Spirit Publishing. p. 86. ISBN 978-1-57542-664-8 . Retrieved 25 May 2013.
- ↑ "Independent Study" . Retrieved 13 March 2014.
- ↑ Hacker. "Using a Blog in an Independent Study". Chronicles of Higher Learning. Retrieved 13 March 2014.
- 1 2 Fetterman, David M. (1988). Excellence and Equality: A Qualitatively Different Perspective of Gifted and Talented Education . SUNY series, frontiers in education. Albany: State University of New York Press. p. 36. ISBN 978-1-4384-0271-0 . Retrieved 25 May 2013.
- ↑ Moore, Michael Grahame (1973). "Toward a theory of independent learning and teaching". The Journal of Higher Education: 661–679.
- ↑ Knight, Anthony W. (2006). A comparative analysis of the curricular and programmatic features for gifted and talented students from two policy perspectives: England and California (Thesis). United States -- California: University of Southern California. p. 152. Retrieved 2013-05-25.
- ↑ English, Jeannine L. (1999). The Charter Movement: Education Reform School by School. DIANE Publishing. p. 73. ISBN 978-0-7881-8220-4 . Retrieved 25 May 2013.
- ↑ Curry, Cameron (16 April 2013). Charter School Leadership: Elements for School Success. R&L Education. p. 29. ISBN 978-1-4758-0328-0 . Retrieved 25 May 2013.
- ↑ "Independent Study". California Department of Education. Retrieved 13 March 2014.
- ↑ Littleton, A.C. (June 1933). The Accounting Exchange. p. 160. JSTOR 238320.
- ↑ Empey, Donald W. (1968). "Independent Study". The Clearing House: 229.
- ↑ Lang, James. "Doing Research with Undergraduates". The Chronicle of Higher Education. Retrieved 19 February 2014.
- ↑ Koenig, Kathryn; W.J. McKeachie (June 1959). "Personality and Independent Study". Journal of Educational Psychology. 50 (3). doi:10.1037/h0041286.
