Design of Traditional Teaching Method of Micro-teaching Based on Blended Learning

2020 ◽  
pp. 159-170
Author(s):  
Fang-yan Yang
Keyword(s):  
Blended Learning ◽  
Teaching Method ◽  
Traditional Teaching

scholarly journals Effects of Blended Learning on Motivating Secondary Students to Learn English Language: A Pilot Study

2021 ◽  
Vol 3 (2) ◽  
pp. 23-29
Author(s):  
Hamizatul Hamiza Zainon ◽  
Hamidah Yamat
Keyword(s):  
Pilot Study ◽  
Blended Learning ◽  
Secondary Students ◽  
English Language ◽  
Teaching Method ◽  
Positive Impact ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Before And After ◽  
Level Of Motivation

Blended learning is a combination of traditional teaching method and the use of technology to provide a more organized learning approach in which it gives students extra control over the time, situation and ways of learning. This study investigates the effects of blended learning on motivating secondary level of students to learn English language. A pilot study was conducted. The sample consists of sixty secondary levels of students in a particular school in Shah Alam district, Selangor, Malaysia. The pre and posttest were used to test students’ achievement and the survey adapted from Gardner’s Attitude/Motivation Test Battery was implied to determine students’ motivation level before and after the use of blended learning. The analysis through paired-sample t-test revealed that, there was improvement on the level of motivation of the students and there were significant differences on student’s achievement whereas they performed better after the use of blended learning. The use of blended learning has a positive impact in individual professional development and instead of measuring the effect of blended learning towards student’s achievement; attitude or motivation to learn a language, further studies should also measure the other impact of blended learning itself especially in education.

scholarly journals Analysis on WeChat-Based Blended Learning in Network Marketing Course

2019 ◽  
Vol 14 (17) ◽  
pp. 86
Author(s):  
Liang Zhang ◽  
Yi Wu ◽  
XueSheng Qian ◽  
Ping Lv ◽  
Xue Zhou
Keyword(s):  
Blended Learning ◽  
Teaching Method ◽  
Teaching Experiment ◽  
Traditional Teaching ◽  
Network Marketing ◽  
Learning Time ◽  
Teaching Design ◽  
Teacher Exchange ◽  
Learning Interest ◽  
And Control

Blended learning is an information-based teaching method. This method is applied in network marketing course and verifying its teaching effect is a problem worthy of research. By combining blended learning-related theories, student features, and course requirements, a WeChat-based blended learning pattern applicable to network marketing course was proposed in this study. A teaching design of WeChat-based blended learning was created, followed by a teaching experiment. Quantitative analysis was used to verify the teaching results of the experimental and control classes. Results demonstrate that the learning effect of experimental class adopting WeChat-based blended learning is superior to that of the control class adopting traditional teaching method. WeChat-based blended learning lengthens extracurricular learning time, enhances students’ learning interest, and increases the opportunity of student–teacher exchange. This study provides references for developing WeChat-based hybrid learning.

scholarly journals Teaching Software Engineering with Gamification Elements

2018 ◽  
Vol 11 (1) ◽  
pp. 48
Author(s):  
Sigrid Schefer-Wenzl ◽  
Igor Miladinovic
Keyword(s):  
Higher Education ◽  
Software Engineering ◽  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Study Program ◽  
Traditional Teaching Methods ◽  
Method Mix ◽  
Learning Concept

Students of software engineering courses in higher education often experience a lack of motivation, partly caused by traditional teaching methods. In our study program we introduced a novel blended learning concept with threefold gamification elements for teaching software engineering. In this paper we present the teaching method mix with particular focus on the integration of three gamification elements to increase students’ engagement.

scholarly journals Effectiveness Of Blended Learning In Human Anatomy Courses

2021 ◽  
Vol 2 (2) ◽  
pp. 209-219
Author(s):  
I Nyoman Gede Wardana
Keyword(s):  
Blended Learning ◽  
Graduation Rates ◽  
Teaching Method ◽  
Human Anatomy ◽  
Learning Material ◽  
Traditional Teaching ◽  
Learning Method ◽  
Final Grade ◽  
Student Grades ◽  
Graduating Students

It is very demanding to teach anatomy in the present curriculum of medical education. The amount of time allotted to teach and learn human anatomy is diminishing. The traditional teaching method is no longer effective in being able to provide vast amounts of human anatomy learning material. Besides, this method is also passive, which is not liked by the current generation of students. Various disciplines have widely used the learning approach with the blended learning method. This study aims to compare the effectiveness of the blended learning method (BL) with the traditional teaching (TT) method on the student's final grades and the percentage of graduation rates for the gross human anatomy courses. A total of 217 final student grades from Batch 2016 (69 students), Batch 2017 (69 students), and Batch 2018 (79 students) were collected and analyzed. Students in Batch 2018 received the blended learning (BL) method while the Batch 2016 and Batch 2017 received the traditional teaching (TT) method. The mean final scores between the BL and TT methods were compared, also the percentage of graduation rates between the two methods. There was a significant mean difference in the student's final grade (P <0.001) between the BL method (66.77) versus the TT method (47.84). The percentage of students who passed with the BL method (65.82%) is higher than the TT method (10.14%). The result concluded blended learning method is more effective in increasing the final grade and percentage of graduating students than the traditional teaching method for gross human anatomy courses.

Blended Learning Using Video Blogs in Teaching English as a Second Language— A Case Study of International Trade Practice Course

2019 ◽  
Vol 10 (5) ◽  
pp. 1117
Author(s):  
Leying Jiang ◽  
Jingjing Lu
Keyword(s):  
International Trade ◽  
Second Language ◽  
Blended Learning ◽  
Language Learning ◽  
Teaching Method ◽  
Traditional Teaching ◽  
New Approach ◽  
Trade Practice ◽  
The Status

Blended learning starts late but develops rapidly in China owing to the advancement of information technology. In the last decade, researches on blended learning have drawn much attention in the field of interdisciplinary education and have become relatively mature. International Trade Practice Course, one of optional courses for English majors, features as systematization and practicality with the aim of cultivating cross-disciplined and multiple talents. Nevertheless, the practical requirements of the course are hard to fulfill due to the limitation and restriction of the traditional teaching method. The emergence and promotion of video blogs provide a new approach for blended learning that makes up for the deficiency of unitary teaching method. This paper intends to study the status quo and the effect of blended learning using video blogs in international trade practice course. By using the methods of questionnaire, field trip and interview, the author collected the effective data and information in order to offer some rational suggestions on blended learning in second language learning.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

scholarly journals Design of English Multimedia Teaching System Based on Diversification Theory

2017 ◽  
Vol 12 (01) ◽  
pp. 119 ◽  
Author(s):  
Minsheng Lou
Keyword(s):  
Resource Allocation ◽  
Teaching Method ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
System Framework ◽  
Learning Resource ◽  
Teaching System ◽  
Teaching Activities ◽  
English Teaching ◽  
Multimedia Teaching

Based on the diversification theory, this paper designed a multimedia technology-based English teaching system framework which is used to assist English teaching in classroom. The whole system framework consists of two parts: the part of learning resource allocation and the part of English teaching activities. Learning resource allocation is mainly to expand English learning materials from the traditional printed resources to audios, videos, animations and other forms of resources; the use of multimedia resources for teaching activities is achieved mainly through the English speech teaching and lecturing device designed with the function of playing multimedia files. In order to test the application effect of multimedia technology in English teaching, this paper chose the public course of “Vocational English” as the experimental content, and compared the effect of respectively using multimedia technology to teach freshmen of Grade 2016 and adopting the traditional teaching method to teach students of Grade 2015. The outcome shows that the use of multimedia technology in English teaching can improve students’ interest in learning, reduce their pressure of learning English, and enhance their sense of accomplishment in learning, indicating that multimedia-assisted teaching can effectively improve English teaching results.

scholarly journals Changing Attitudes towards Occupational Medicine with Blended Learning Methods Is Possible among Medical Students in Spain: A Longitudinal Study

2022 ◽  
Vol 19 (2) ◽  
pp. 878
Author(s):  
Isabel Iguacel ◽  
Begoña Abecia ◽  
José Luis Bernal ◽  
Begoña Martínez-Jarreta
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Blended Learning ◽  
Occupational Medicine ◽  
Teaching Method ◽  
Professional Performance ◽  
Face To Face ◽  
La Mancha ◽  
Before And After ◽  
Changing Attitudes

Medical students generally express a low interest in Occupational Medicine. We aimed to assess the attitudes and changes in attitudes of students towards this area after completing a course on Occupational Medicine in two Medical Universities in Spain (Zaragoza and Castilla-La Mancha). The teaching method included blended learning as a model that used online virtual patient platforms (CASUS) and/or EMUTOM, as well as traditional methods such as face-to-face teaching. A total of 526 students (98 of whom attended the University of Castilla-La Mancha) participated during three academic years (2015–2016, 2016–2017 and 2017–2018). The validation of the questionnaire was carried out using reliability, exploratory and confirmatory factor analysis. For the analysis of internal consistency and discrimination, Cronbach’s alpha was used. The adequacy of the factor analysis was measured by means of KMO, and a correlation matrix was examined by means of Bartlett’s test of sphericity. To identify differences between students before and after completing the course, the Mann–Whitney U-test for independent samples was used. Our results show that despite a negative or neutral attitude towards Occupational Medicine, the acquisition of competences and skills in this area and their training were recognized as fundamental for their future professional performance as doctors in any specialty.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

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