The Learning Challenges and Pedagogical Perspective in a Complex Education System
Keywords:
Complex education system, Effective teaching, Learning style, Teaching-learning outcomeAbstract
It has become obvious that among the most difficult problems faced by the educational system today are those associated with teaching-learning effectiveness. It is widely argued that these current educational systems, structures and practices are not sufficient to address and support the learning needs of all students in the 21st century. The rapid changes and increased complexity of today’s world present new challenges and put new demands on the teaching-learning goals. Generally, there has been growing awareness of the necessity to change and improve the preparation of students for productive functioning in the continually changing and demanding society. In confronting this challenge, it is necessary to consider the complexity of the educational system itself and the multitude of problems that must be addressed. We must recognize that no single or uniform approach can be applied to completely overcome the challenges facing the expected outcome of the teaching-learning goals. Consequently, any strategy for change must contend with the diverse factors affecting our educational systems, the interactions of its parts, and the intricate interdependencies within it and with its environment. This review study focused on the educational goal, key issues in the teaching perspective of education, making teaching and learning process more effective, students learning styles and preferences among others.
Â
References
. Ajayi, K., & Adeyemi, M. (2011). Universal Basic Education (UBE) policy implementationnin facilicities provision: Ogun state as a case study. International journal on new trend in education and their implication.2(2): 34-48.
. Bandura, A. (1986). Social foundation of thought and action: a social cognitive theory, Upper Saddle River, NJ: Prentice Hall.
. Bar-Yam, M., Kathleen, R., Sweeney, L.B., Kaput, J., & Bar-Yam. Y. (2000). Changes in the teaching and learning process in a complex education system. New England Institute of Complex Systems. http://necsi.org/research/management/education/teachandlearn.html Accessed 17/09/2013
. Biggs, J. (1999). Teaching for quality learning at University, Birmingham. The society for research into higher education and open University press. http://dx.doi.org/10.1348/000709901158433.
. Bolstad, R., Gilbert, J.,McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching; A New Zealand perspective. Ministry of Education, New Zealand. www.educationcounts.govt.nz/publications. accessed 21/09/2013.
. Brown E.,, Brailsford T.,, Fisher T.,, Moore A., & Ashman H. (2006), Reappraising cognitive styles in adaptive web applications. http://portal.acm.org/citation.cfm?id=1135827 Accessed 18/9/2013
. Charles, S., & Reinisch, S. (2011). Learning environments and academic success, www.oregonlive.com ›The Stump › Education‎. Accessed: 14/10/2013
. Davidman, L. (1981). Learning style: The myth, the panacea, the wisdom. Phi Delta Kappan, 62, 641 - 645 .
. Davis, B., & Sumara, D. (2006). Complexity and education - inquiries into learning, teaching and research. Lawrence Erlbaum Associates, Mahwah, NJ, USA.
. Dunlosky J., Rawson A.K., Marsh J.E., Nathan J.M., & Willingham T.D. (2013). Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology, Psychological Science in the Public Interest 14(1) 4–58. DOI: 10.1177/1529100612453266.
. Friedman, P., & Alley, R. (1984). Learning/teaching styles: applying the principles. Theory into practice, 23, 77-81.
. Grasha, A.F. (1972). Observations on relating teaching goals to student response styles and classroom methods. American Psychologist, 27, 144-147.
. Heylighen, F. (1996). What is complexity? http://pespmc1. vub.ac.be/COMPLEXI.html. Accessed 16/9/2013.
. Jie L., & Xiaoqing Q. (2006). Language learning styles and learning strategies of tertiary-level English learners in China. Regional Language Center Journal, 37, 367-390, http://dx.doi.org/10.1177/0033688206063475. Accessed 14/9/2013
. Keefe, J.W. (1979a). Learning style: An overview. In J. W. Keefe (Ed.), Student learning styles: Diagnosing and prescribing programs, National Association of Secondary School Principals, Reston, VA, pp. 1-17.
. Keller, B. (2003). Question of teacher turnover sparks research interest. Education weekly, 27 (33), www.sciedu.online.com. Accessed; 17/9/2013.
. Lelouche, R., & Morin, J.F. (1997). Use of abstraction and complexity levels in intelligent educational systems design. In 15th Int. joint conf. on Artificial intelligence – 1: 329–334, San Francisco, CA, USA. Morgan Kaufmann Publishers Inc.
. Lizzio, A., Wilson, K., & Simons R. (2002). University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education 27( 1): 27-35
. Macaro, E. (2006), Strategies for language learning and for language use: Revising the Theoretical Framework. The Modern Language Journal, 90, 320–337, http://dx.doi.org/10.1111/j.1540-4781.2006.00425.x
. Omotere T. (2012). Influence of school environment on the academic performance of secondary school in Lagos state. egoboosterbooks.wordpress.com/.../influence-of-school-environment-on...‎ Accessed: 14/10/2013
. O’Neill, D. (2000). The Impact or school facilities on students’ achievement at selected Texas schools. Doctoral Dissertation – retrieved from www.sciedu.com on 27-7-2012.
. Pressley, M., Goodchild, F., Fleet, F., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89, 301–342.
. Schmeck, R.R. (1981). Improving learning by improving thinking. Educational Leadership, 38, 384-385.
. Siegel, J. (1999). Architure California, In: McGregor, J. 2004, ‘editorial’ forum, 46 (1): 2.
. Shi C. (2011). A study of the relationship between cognitive styles and learning strategies. Higher Education Studies, 1(1): 20-26.
. Urdan T., & Klein S. (1998). Early adolescence: A review of the literature (Washington, DC: U.S. department of education, office of educational research and improvement, 1998), 10. [Prepared paper].
. Wang M. (2008). Learning styles and english teaching. US-China Foreign Language, 6, 30.
Downloads
Published
How to Cite
Issue
Section
License
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.