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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Introduction to Learning01:18

Introduction to Learning

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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Associative Learning01:27

Associative Learning

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
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Observational Learning01:12

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming

Hong-Ren Chen1, Wen-Chiao Hsu2

  • 1Department of Digital Content and Technology, National Taichung University of Education, Taichung, Taiwan.

Frontiers in Psychology
|January 31, 2022
PubMed
Summary
This summary is machine-generated.

Combining adaptive teaching with flipped learning significantly boosted student motivation and learning effectiveness in a computer programming course. This blended approach enhances traditional flipped classrooms by tailoring content to individual student needs.

Keywords:
adaptive instructioncomputer programmingflipped learninglearning outcometeaching strategies

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Area of Science:

  • Educational Technology
  • Computer Science Education

Background:

  • Flipped learning offers potential benefits but often lacks personalization.
  • Adaptive teaching customizes learning experiences to individual student needs.
  • Limitations of standard flipped classrooms necessitate innovative pedagogical approaches.

Purpose of the Study:

  • To investigate the impact of integrating adaptive teaching with flipped learning in a computer programming course.
  • To determine if this combined approach enhances student learning effectiveness and motivation.
  • To evaluate the efficacy of adaptive flipped learning in a higher education setting.

Main Methods:

  • Implementation of a combined adaptive and flipped learning model in a face-to-face computer programming course.
  • Utilizing questionnaires to measure pre- and post-test changes in student learning motivation.
  • Assessing learning effectiveness through prior C language course performance and current semester scores.

Main Results:

  • Significant improvement observed in post-test learning motivation compared to pre-test scores.
  • Demonstrated positive impact on overall student learning effectiveness in computer programming.
  • The adaptive flipped learning model proved effective within limited course time.

Conclusions:

  • The integration of adaptive teaching strategies into flipped classrooms enhances student learning motivation and effectiveness.
  • This combined pedagogical approach is effective for computer programming education.
  • Findings support the application of modern teaching theories and provide a basis for future instructional design.