Integration Of Learning Theories Research Articles

INTERSECTING LEARNING THEORIES AND TEACHING APPROACHES IN UZBEKISTAN'S LANGUAGE CLASSROOMS: A HOLISTIC EXPLORATION

This article provides a comprehensive examination of the intricate relationship between learning theories and teaching approaches, emphasizing its global significance and specific implications for Uzbekistan's foreign language classrooms. Combining insights from two detailed sources and a survey conducted in three languages, the exploration encompasses theoretical foundations, contextual factors, and practical findings.The final segment integrates findings from an anonymous survey conducted in three languages, revealing student perceptions and experiences in Uzbekistan's language classrooms. Key insights include the variability in teaching methods, teacher consideration for the impact on learning, the prevalence of diverse teaching approaches, commonly used methods, effectiveness ratings, challenges faced, integration of learning theories, teacher training levels, and the perceived impact on education policies.By combining these components, the article aims to offer a holistic understanding of the complex relationship between learning theories and teaching approaches. Practical implications are drawn for educators in Uzbekistan and beyond, providing tailored strategies that align with cultural and educational contexts, ultimately enhancingteaching and learning outcomes.

The Effects of a Discovery Learning Module on Geometry for Improving Students’ Mathematical Reasoning Skills, Communication and Self-Confidence

The aim of the study was to examine the effectiveness of the Discovery Learning Module on Geometry (D-Geometry Module) in improving reasoning skills, communication, and self-confidence in mathematics among secondary school students. The research design was a quasi-experimental with a non-equivalent control group with pre-test and post-test design, where 128 students were grouped according to gender and the group of the intervention as well as a traditional group. Mathematical reasoning skills, communication, and self-confidence instruments were administered towards the students involved. Two-way MANOVA analysis showed that there was a main effect of the grouping. The finding showed that the integration of learning theories and discovery learning in Geometry could improve students’ reasoning, mathematical communication, and self-confidence. Students’ engagement is more dominant through the Discovery Learning Module rather than traditional learning. Therefore, the D-Geometry module should be used as a teaching resource for teachers, students, and curriculum-2013 (K-13) to facilitate classroom instruction. https://doi.org/10.26803/ijlter.19.3.1 2

Teaching and Learning Vocabulary: Insights from Learning Styles and Learning Theories

Learning styles like (Visual, Auditory, Kinaesthetic) as in the VAK theory and (Visual, Auditory, Read/Write, Kinaesthetic) as in VARK, and the Mind Styles Model (i.e. concrete vs. abstract perceptual abilities and sequential vs. random ordering abilities)—propose in one way or another individualisation of education (i.e. mainly here learning and teaching languages as in TESL and TEFL). Similarly, learning theories propose different interpretations for the system of learning as in (behaviourism, constructivism, cognitivism, social psychology, and connectionism)— through which learning and teaching should take place. Five models were proposed approaching these issues with the first model for the vocabulary system (i.e. form aspect(s), meaning aspect(s), and distribution aspect(s), the second model for integration of learning theories and five types of aids (visual, audio, audio-visual, action and multimedia aids), the third, fourth and fifth models for three learning styles’ theories (i.e. VAK, VARK, and the Mind Styles Model). Given that my approach was only based on my designed models inspired by the original theories, conclusions included that experimental and behavioural based evidence is needed to give credibility for the effectiveness of using learning styles towards more effective teaching of vocabulary. With this in mind, it was proposed that learning styles could be used as indicators other than reliable and valid diagnostic tools for he learners’ preferences-helping teachers to consider the use of as many as possible of the five introduced types of aids while teaching vocabulary-enhancing the implications from the learning theories, too.

Implications of learning theory for developing programs to decrease overeating

Childhood obesity is associated with medical and psychological comorbidities, and interventions targeting overeating could be pragmatic and have a significant impact on weight. Calorically dense foods are easily available, variable, and tasty which allows for effective opportunities to learn to associate behaviors and cues in the environment with food through fundamental conditioning processes, resulting in measurable psychological and physiological food cue reactivity in vulnerable children. Basic research suggests that initial learning is difficult to erase, and that it is vulnerable to a number of phenomena that will allow the original learning to re-emerge after it is suppressed or replaced. These processes may help explain why it may be difficult to change food cue reactivity and overeating over the long term. Extinction theory may be used to develop effective cue-exposure treatments to decrease food cue reactivity through inhibitory learning, although these processes are complex and require an integral understanding of the theory and individual differences. Additionally, learning theory can be used to develop other interventions that may prove to be useful. Through an integration of learning theory, basic and translational research, it may be possible to develop interventions that can decrease the urges to overeat, and improve the weight status of children.

An Integrated Multimedia Learning System for Reciprocating Internal Combustion Engines: RICEM

A cost-effective multimedia learning system, RICEM, for reciprocating internal combustion engines was proposed in this study. This system contained the graphical introduction of engine components, engine structure animation, feedback and assessment based on Mayer’s multimedia learning cognitive theory. Reciprocating internal combustion engines are used all over the world to drive compressors, pumps, electric generators, motor ships and other equipments. We used multimedia software to construct the learning system. An experiment comprising of two groups of 30 participants separately was conduct to test the effectiveness and showed that there was a significant difference between the pre-test and post-test score in the RICEM group, as compared with the control group. This study suggested that a collaborative application appeared to be promising in supporting effective learning of modern technology, by combining the integration of learning theory and multimedia design.

An Integrated Multimedia Learning System for Reciprocating Internal Combustion Engines: RICEM

A cost-effective multimedia learning system, RICEM, for reciprocating internal combustion engines was proposed in this study. This system contained the graphical introduction of engine components, engine structure animation, thermal theory, feedback and assessment based on Mayer’s multimedia learning cognitive theory. Reciprocating internal combustion engines are used all over the world to drive compressors, pumps, electric generators, motor ships and other equipments. We used multimedia software to construct the learning system. An experiment comprising of two groups of 30 participants separately was conduct to test the effectiveness and showed that there was a significant difference between the pre-test and post-test score in the RICEM group, as compared with the control group. This study suggested that a collaborative application appeared to be promising in supporting effective learning of modern technology, by combining the integration of learning theory and multimedia design.

Using Digital Technologies to Automate Instructional Design

Abstract Recent advances in computer‐based interactive digital technologies have presented a broad range of possibilities to create powerful presentations and instructional messages. However, incorporating these new technologies effectively is not a simple task because the design of effective computer‐based instructional material is a complex process. Successful design involves interactions between individual learner characteristics, instructional delivery media, the type of specific knowledge and skills being taught, and the strategies and methods used to teach the material. This paper discusses: — The need for an Automated Instructional Design — The integration of learning theory, instructional design and technology — Some approaches for automating instructional design — An exploration of ID Expert, ™ an intelligent computer‐based multimedia instructional development system (beta version 1.0).

Constructive integration of learning theory and phenomenological approaches to biofeedback training

Two major sources of theoretical development for biofeedback as an intervention paradigm are considered. An integration of cognitive learning theory approaches to the potential regulation of autonomic processes in an information-processing framework and the phenomenological information-processing approach of Kelly's personal construct theory suggest a new methodological paradigm for biofeedback as a tool of psychotherapeutic intervention, especially for the discipline of behavioral medicine. Biofeedback is reconstructed as a sequence of allocating attention to automatic cognitive processes until cognitive control has been mastered. This sequence is also seen as a circumspection-preemption-control cycle that Kelly (1955) suggested was essential to all problem solving. In light of Kelly's fundamental assumptions regarding the nature of constructs, it is suggested that controlled processing approaches to biofeedback require the biofeedback trainee to investigate both ends of psychophysiological dichotomies instead of demonstrative constructs of traditional biofeedback methodology. Other psychotherapeutic techniques are reviewed to validate this new theoretical approach. Finally, treatment within this paradigm is discussed as a recircumspection of relevant constructs that were routinized during the alarm reaction phase of Selye's general adaptation syndrome.

Toward Some Integration of Learning Theories: The Concept of Optimal Stimulation

Toward Some Integration of Learning Theories: The Concept of Optimal Stimulation