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Learning Methods
UNDER SUPERVISION OF:
Prof. Dr. Sahar Shafik

Prepared by:
1- Hoda Kamal
2- Rabab Abd Elkhalek
3- Mona Saied
4- Doha Ibrahim
5- Doaa Khaled
6- Eman Jamil
7- Yasmine Khalaf
8- Hanaa Ibrahim
9- Islam Sabry
10- Ahmed Rajab

Master Degree
1st semester
2019 / 2020
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Goal:
 At the end of this module every college should be
acquired complete knowledge about the learning
methods.

Objectives:
 The expected learning outcomes:-
 Define learning methods.
 Differentiate between traditional leaning methods
and non-traditional learning methods.
 Identify factors that affect on choosing the learning
method.
 List principles in determining the learning method.
 Discuss trends in learning methods.

OUTLINES:
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1. Introduction to learning methods.

.Definition of learning methods .2
Traditional learning methods versus non-traditional .3
.learning methods
.Factors that affect on choosing the learning method .4
.Principles in determining the learning method .5
.Trends in learning methods .6
.References .7

Introduction to learning methods:

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 Learners have different ways of absorbing information &

demonstration their knowledge. So instructors often use
techniques which cater to multiple learning styles to help
learners from retain information & strengthen
understanding. So the methods accepted by the
instructors must like the instructors & her or his learners
into an organic relationship with constant mutual
interaction.
 Modern learning Techniques have been spread all over
the world, which is useful and easy for instructors.
 The modern learning method is a learner-centred and
activity-based learning method which is used to get
learners fully involved. This approach recognizes the
learner as the primary reason for curriculum planning and
teaching
 Instructional strategies determine the approach an
instructor may take to achieve learning objective.
 Instructional methods are used by instructors to create
learning environments.

Definition of learning methods:

 In the learning process it refers to the methods &
techniques , which may be used by the instructor or
learner to achieve the desired learning objectives.
 Learning method is a device implies the external mode or
form in which learning may take from time to time.
 Learning methods is the stimulation , guidance, direction,
& encouragement for learning (BURTON 2013).

Traditional learning methods versus non-traditional

learning methods:
Key words Traditional learning Non-traditional
methods learning methods
Definition It is a method of Learning that is
receiving conducted in a
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instruction that manner other than

takes place face to listening to a
face on a traditional
lecture, reading a
college campus. book, or doing a
worksheet.
Instructor role Instructor has Instructor directs
authority. learners to
information.
Location Take place within Take place with no
classroom & school. fixed location.
Motivation Learners with low Learners with high
motivation. motivation.
Method Lecture, Multimedia,
presentation, simulation, problem
textbook, white based learning, self-
board. directed learning.

Factors that affect on choosing learning method:

1. Learners:
 The first to consider when choosing a method.
 The characteristics & nature of the student-age, maturity,
grade level, abilities, interests, growth, health, problems
should be considered for learning to take place.
2. Subject matter:
 This factor deals with the nature of the content to be
learned which may be difficult or uninteresting.
 The instructor must be able to use/choose the methods
that will make learning effective & meaningful.
3. Objectives:
 The expected outcome of the lesson also dictates the
strategy to be used.
 It must be one that will ensure full achievement of the set
objectives.
4. Time allotment:
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 How much time does the instructor have to teach the

lesson?
 The strategy must be able to help target the desired
outcomes within time frame.
5. Instructor:
 The instructor's style, academic preparation, skills,
interest & abilities are also points of consideration.
 It is important that he/she could effectively execute the
method/strategy of his/her choice to ensure success of
learning.
6. Faculty equipment & facilities:
 The availability of materials, devices & technologies
needed should be considered for the lack of them may
hamper the achievement of the target.

Principles in determining the learning method:

1. Learning is an active process:
 We have to actively engage our learners in learning
activities if we want them to learn what we tend to teach.
 We have to give varied activities to them for "hands-in-
minds-on" learning.
2. The more senses that are involved in learning, the more
and the better obtained learning:
 Utilizing method that makes use of multisensory aid
(combination of three or more senses aid) is more
effective.
3. A non-threating atmosphere enhances learning:
 It is not only a function of the physical condition of the
classroom but more a function of the psychological
climate that prevails in the classroom.
4. Emotion has the power increase retention and learning:
 The more emotionally involved our learners become in
our lesson, the greater impact. The more intense the
arousal, the stronger the imprint.
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5. Learning is meaningful when it is connected to learner's

everyday life:
 Abstract, concepts are made understandable when we
give sufficient examples relating to the learners'
experience.
6. Good learning goes beyond recall information:
 Our learning should reach the levels of application,
analysis, synthesis, and evaluation to hone our learners'
thinking skills.
7. An integrated learning approach is far more effective than
learning isolated bits of information:
 An instructional approach is integrated when it considers
the multiple intelligences and varied learning styles (LS) of
learners. (Corpuz and Salanda, 2013).
8. There is no such thing as best learning method. The best
method is the one that works, that one that yields results.

Trends in learning methods:

1. Cloud mobile learning:
 It is a model for enabling network access to a shared pool
of configurable computing resources (Mell & Grance,
2016). In its initial stage it was used mainly for storage.
Mobile cloud learning is an amalgamation between cloud
computing and mobile learning (Hirsch & Ng, 2013). It
integrates the cloud computing into the mobile
environment and overcomes obstacles' related to mobile
computing (Dinh, Lee. Niyato. & Wang, 2014).
 Cloud technology is expected to play a greater part in
learning, especially in the way people can contribute to a
document together (Calvo et al, n.d).
 Cloud learning is in the initial stages if being used by many
educational institutions as a replacement or supplement
to their traditional learning practices. One of the main
reasons is as a means of reducing expensive IT costs while
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providing a service that is easily accessible from any kind

of device.
2. Mobile learning:
 Mobile devices such as tablet computers and wireless
touch-screen readers will be significantly more affordable
and accessible in the year 2030 (Shuler et al, 2013). They
are trending to be more easily portable, and are
affordable by individuals. Their ability to access the
internet and networks, and the fact that they are multi-
media capable makes them ideally suitable for mobile
learning. With the advent of more apps (applications) to
support mobile devices, it will be possible for mobile
devices to be used seamlessly to support online and
distance learning (Education World, 2014).
3. Electronic books:
 E-books have been replacing traditional books in the
classroom. In the words of Roberts (2012) "the tide of e-
ink is rising". The introduction of e-books facilitates
learning on devices at home, on the bus, in the hallways,
but more importantly at any location. When learners
want to know how to do something on their own, they
rely on internet research and communication with their
friends. They are comfortable with the digital
environment, and they look to it for instruction and for
fun (Miller, 2013).
 E-books engages reluctant readers and busy learners who
are looking for an exciting way to access reading material.
They are now able to highlight, define and / or take notes
within the e-book itself. E-book foster a learning
environment and creates a more interactive reading
experience for the learners. The author emphasizes the
benefit to the learner of being able to adjust font size on-
screen helps learners with dyslexia and visual
impairments to read more easily.
4. Visual data analysis:
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 Visual analytics is the science of analytical reasoning

supported by interactive visual interfaces. The complex
nature of many problems makes it indispensable to
include human intelligence at an early stage in the data
analysis process.
 Visual analytics methods allow decision makers to
combine their human flexibility, creativity, and
background knowledge with the storage and processing
capacities of today's computer to gain insight into
complex problems.
http://www.visual-analytics.edu/faq/Borner(2012)
indicates the increased use of this technology due to its
ability to process and analyze large chunks of data.
 Using advanced visual interfaces, learners may directly
interact with the data analytics capabilities if today's
computer, allowing them to make well-informed
decisions in complex situations.
5. Learner response system:
 This is a system whereby an LRS is a wireless response
system that allows faculty to request information and for
learners to respond by using a "clicker" or hand-held
response pad to send his or her information to a receiver.
The use of LRS is where there is massive enrollment in
courses (A teaching with Technology White Paper
http://www.cmu.edu/teaching).
 Learners can kept engaged in class with learner response
system. They ask a question and trach immediate
responses. With detailed reports, educators will know
more about learner comprehensions and progress around
curriculum. LRS facilitates greater interaction in the
classroom and encourages discussion and participation.
 (LRS) consists of individual learner transmitted/input
devices (keyboard, remote, PDA or laptop), receivers, a
master/central/host system with software used to
electronically gather and tabulate learner response, and
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infrastructure (sensors, wire, conduit) to support the

system. Administration is required to manage the
assignment, registration, involuntary and control of the
learner input devices, as well as resources for operations
and maintenance of the system over its life cycle.
6. Learning record stores:
 (LRS) is a place to store learning records. The LRS is a new
system that goes hand in hand with the Tin Can API. As
Tin Can-enabled activities generate statements, they're
sent to an LRS. The LRS is simply a repository for learning
records that can be accessed by an LMS, or it can stand on
its own.
 The data stored in an LRS can be accessed by LMSs,
reporting tools, or other LRSs, and can be stored as
individual learning records and/or entire transcripts. An
LRS can limit who can read and write learning records, but
doesn't have to.
 SCORM and other e-learning standards only store a
certain amount of learning data. Tin can allows for the LRS
to store nearly everything, which means better reporting
and a much more accurate picture of learners. An LRS can
use the LMS's reporting tools to make meaning of the
LRS's data, or it can live on its own with its own reporting
tools.
 LRSs can share data amongst themselves, so learners and
data can be transferred from one organization to another.
Statements can also be sent to manipulate LRSs (personal
and employer's LRS.")
7. Game based learning:
 Game based learning describes an approach to teaching,
where learners explore relevant aspect of games in a
learning context desired by instructors (EdTech, Review,
2013). Instructors and learners collaborate to add depth
and perspective to the experience of playing the game.
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 Game based learning applications can draw the learner

into virtual environment. These environments work
toward a specific goal. The learners choose actions and
experiencing the consequences of those actions along the
way. They take changes and make mistakes in a risk-free
setting. They can experiment and actively learn and
practice the right way to do things. Game based learning
keeps the learners highly engaged in practicing
behaviours and thought processes that can be transferred
from the simulated environment to real life.
 "Gamification" and "Game based learning" are not same.
Gamification refers to game like principles in the
classroom. GBL helps learners with collaboration,
experimentation; improve problem solving skills, raise IQ
levels and application of the concepts in math or science
(Roche, 2014). Roche believes that GBL can fix' what is
wrong with the 'broken' learning system. This type of
learning is being supported by the Microsoft Educator
Network.
 In Global Demand for Game-Based Learning, Simulations
on the Rise by Sean Cavanagh (2013) explains that
revenues in 2012 were $1.5 billion, in U.S. dollars, and will
grow to $2.3 billion by 2017, an 8 percent increase based
on the five-year compound annual growth rate.
8. Self-directed learning:
 It is intended to function as a guide for learners likely with
the support and facilitation of instructors, parents, and
mentors to help learners become expert learners.
 The goal of the self-directed learning model isn't content
knowledge (though it should produce that), but rather
something closer to wisdom learning how to learn,
understanding, and perhaps most importantly, analyzing
the purpose of learning (e.g., personal and social change).
It also encourages the learners to examine the
relationship between study and work (an authentic "need
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to know") with important obstractions like citizenship and

legacy.
9. Problem based learning:
 Learners are given a real-world problem then they work
together to find a solution to this. Nursing programs have
begun to embrace this style of teaching and learning
because it challenges the learners to work as if they’re
dealing with real problems they’ll encounter in the
workplace. Instructors find it invaluable because students
learn more with this method.
10. Blended learning:
 Blended learning is a model that combines online and
face-to-face learning spaces and experiences.
 Blending learning and technology gives students an
advantage over others. It’s one thing to move along at
one’s own pace. It’s another to learn at one’s own pace.
Linking the two makes a difference worth noting. Teachers
don’t have to be breathing over the neck of the student.
Guiding the student is often quite enough.

References:
- Corpuz, Brenda B. Principles of learning I. Quezon City. lorimar
Publishings. 2013
- Means, B., Toyarma, Y., Murphy, R., & Baki, M (2016). The
effectiveness of online and blended learning: A meta-analysis of
the empirical literature. Teachers College Record, 115,1-47.
Park, B., Moreno, R., Seufert, T., & Brü., "Does cognitive load -
moderate the seductive details effect? A multimedia study."
.Computers in Human Behavior, 27(1), 5-10, 2015
Palloff, Rena M., Pratt, Keith. (2017) Building online learning -
communities: Effective strategies fir the virtual classroom San
.Francisco, CA: Jossey-Bass
.www.nap.edu-
-www.nclis.gov.
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