Combining traditional teaching methods and PBL for teaching and learning of lean manufacturing

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. A technology intervention was used to teach Foundation Statistics. This paper reports students’ performance relative to those taught statistics using traditional teaching methods. Failure rate was reduced from 34% with traditional teaching to only 14% with the inclusion of technology, and in order to measure students’ perception towards the integration of technology in the subject, a total of 144 students of 30 different nationalities were surveyed at the end of the semester before the final examination. The analysis of the survey highlighted the students’ positive perception independent of their overall performance. Overall, the survey expressed a significant result showing that the use of technology helped students to perform better.

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Philosophical Guidelines for the Social Studies

Academic Knowledge Construction and Multimodal Curriculum Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4797-8.ch004 ◽

2014 ◽

pp. 53-70 ◽

Cited By ~ 1

Author(s):

Daniel W. Stuckart

Keyword(s):

Social Studies ◽

Teaching Methods ◽

Human Activities ◽

Teaching And Learning ◽

Digital Tools ◽

Traditional Teaching ◽

The Social ◽

Traditional Teaching Methods ◽

Philosophical Framework ◽

Effective Use

The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.

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Teaching And Learning Outside The Box And The Soft-Side Of Teaching Model

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v3i1.1760 ◽

2006 ◽

Vol 3 (1) ◽

Author(s):

Leslie Leong

Keyword(s):

21St Century ◽

Teaching Methods ◽

Teaching And Learning ◽

Teaching Effectiveness ◽

Educational Institutions ◽

Teaching Model ◽

Traditional Teaching ◽

Effective Teacher ◽

Traditional Teaching Methods ◽

Outside The Box

Traditional teaching methods have been tested, examined and many have been published in a variety of disciplines. However, newer paradigms of teaching have evolved due to the availability of technology that is implemented in many educational institutions. Besides adopting technology as a means to teaching effectiveness, the ‘soft-side’ of teaching are apparent among the more educated and more knowledgeable learners. Teachers are transforming from a ‘figure-head’ to a ‘participant.’ This study discussed the newer technology to be utilized in the classrooms and proposed a ‘soft-side’ teaching model for the ‘new’ effective teacher in the 21st century. Teaching and learning outside the box are discussed.

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Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

Education Sciences ◽

10.3390/educsci11100579 ◽

2021 ◽

Vol 11 (10) ◽

pp. 579

Author(s):

Ruchira Gangahagedara ◽

Muditha Karunarathna ◽

Wasantha Athukorala ◽

Shyamantha Subasinghe ◽

Prabath Ekanayake

Keyword(s):

Sri Lanka ◽

Teaching Methods ◽

Online Teaching ◽

Teaching And Learning ◽

Lessons Learned ◽

Traditional Teaching ◽

Distant Learning ◽

Traditional Teaching Methods ◽

Peripheral Areas ◽

Teaching Learning

Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

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The Interteaching Approach

Handbook of Research on Faculty Development for Digital Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8476-6.ch014 ◽

2019 ◽

pp. 264-286

Author(s):

Joanne S. Jones

Keyword(s):

Academic Performance ◽

Distance Learning ◽

Student Engagement ◽

Student Satisfaction ◽

Teaching Methods ◽

Teaching And Learning ◽

Peer Learning ◽

Peer To Peer ◽

Traditional Teaching ◽

Traditional Teaching Methods

Interteaching is a pedagogical technique designed to increase student engagement and facilitate peer-to-peer learning. Studies of interteaching have largely supported the efficacy of this approach with regard to academic performance and student satisfaction. In this chapter, the literature evaluating the effectiveness of interteaching is reviewed, and a study of the incorporation of interteaching into an associate-level course within the author's institution is described. Outcomes of the interteaching course are compared with those from the same course in a previous quarter utilizing more traditional teaching methods. The chapter concludes with practical suggestions for the application of interteaching within the classroom and in distance learning. Recommendations for the incorporation of digital teaching and learning applications to augment this pedagogical style are also provided.

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Learning the Koto

Canadian University Music Review ◽

10.7202/1014309ar ◽

2013 ◽

pp. 18-48 ◽

Cited By ~ 3

Author(s):

Patrick Halliwell

Keyword(s):

Teaching Methods ◽

Teaching And Learning ◽

Learning Processes ◽

Minor Importance ◽

Traditional Teaching ◽

Traditional Methods ◽

Traditional Teaching Methods ◽

Methods Of Learning

This paper examines traditionally-oriented teaching and learning processes in Japanese koto music. Earlier evaluations (negative and positive) by Western scholars are introduced, together with a brief comparison to Western practices. A distinction is made between "inside" and "outside" students; the former have greater exposure to music and speech about music, and teaching methods also may differ. Traditional methods of learning through imitation are shown to have other musical goals besides the transmission of musical "text." Playing together is fundamental; teachers may use speech, shôga (oral representation of instrumental sound), or purely musical means to convey information to the student. Notation, often used nowadays, is nevertheless of relatively minor importance. The dominant values underlying traditional teaching methods are expressed through the phrase "if you can steal it, that's OK." Finally, concepts of "text" and "interpretation" are considered in relation to values concerning change in traditional koto music.

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Learning Management System Use to Increase Mathematics Knowledge and Skills in Puerto Rico

International Journal of Technology and Human Interaction ◽

10.4018/ijthi.2017040106 ◽

2017 ◽

Vol 13 (2) ◽

pp. 89-100 ◽

Cited By ~ 1

Author(s):

Angel M. Ojeda-Castro ◽

Philip Murray-Finley ◽

José Sánchez-Villafañe

Keyword(s):

Puerto Rico ◽

Teaching Methods ◽

Management System ◽

Mathematical Knowledge ◽

Teaching And Learning ◽

First Year ◽

Traditional Teaching ◽

Traditional Teaching Methods ◽

First Year University ◽

Experimental Group

The purpose of this study was to compare the results of a mathematics comprehensive exam of two first-year university mathematics groups in Puerto Rico and measure the benefits and effectiveness of a learning management system (LMS) in math teaching and learning. The experimental group engaged in the use of a LMS and traditional teaching methods, while the control group was only engaged in traditional teaching methods. The population of the study was comprised of 579 first-year university students. The control groups included 287 participants, and the experimental group included 292 participants. The experimental group entered the university with significantly less mathematical knowledge (18% or less), and as such, had to learn more content (55% more). The learning outcomes of both courses expected students to acquire mathematical knowledge. The study revealed that the students who engaged in the use of the LMS in their teaching and learning methods, obtained significantly greater achievement of mathematical knowledge than the students who soley received traditional instruction.

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Teaching lean manufacturing at a postgraduate level

International Journal of Lean Six Sigma ◽

10.1108/ijlss-08-2017-0101 ◽

2018 ◽

Vol 9 (3) ◽

pp. 301-323 ◽

Cited By ~ 7

Author(s):

Guilherme Tortorella ◽

Paulo A. Cauchick-Miguel

Keyword(s):

Teaching Methods ◽

Lean Manufacturing ◽

Business Performance ◽

Learning Experience ◽

Learning Preferences ◽

Traditional Teaching ◽

Content Type ◽

Complementary Method ◽

Postgraduate Level ◽

Traditional Teaching Methods

PurposeThis study aims at integrating two teaching approaches to enhance Lean manufacturing (LM) learning at a graduate course level and verify its effectiveness through comparing students’ performance and learning preferences.Design/methodology/approachThe proposed methodology incorporates problem-based learning (PBL) approach based on real problems of companies undergoing a lean implementation into traditional teaching methods. The methodology was applied with graduate students from a Brazilian public university, whose learning preferences were subsequently identified. The verification of effectiveness is undertaken through a comparative analysis of students’ performance after each course.FindingsThe findings indicate that PBL may be an effective complementary method for LM learning, especially because it exposes students to actual problems when implementing LM. The proposal may improve problem-solving ability and provide a more fertile environment to promote better learning experience. The results are also positively related to the current body of the literature. Finally, because of different students’ learning preferences, PBL alone may not fulfill all students’ cognitive requirements, and hence, traditional teaching methods should not be eradicated from the LM learning process.Originality/valueBecause of an increasingly worldwide competition regarding business performance, LM has been an emerging and relevant subject among engineering and management postgraduate courses. Nevertheless, the practical character inherent to the understanding of LM may undermine learning and development of students. Therefore, studies that verify the effectiveness of the teaching approach may contribute to better prepare students for such demanding context.

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An Update on Health Information Technology

Journal of Information Technology Research ◽

10.4018/jitr.2014040106 ◽

2014 ◽

Vol 7 (2) ◽

pp. 63-74

Author(s):

Juan A. Juanes ◽

Pablo Ruisoto ◽

Francisco J Cabrero ◽

Alberto Prats-Galino

Keyword(s):

Information Technology ◽

Teaching Methods ◽

Teaching And Learning ◽

Health Sciences ◽

Portable Devices ◽

Traditional Teaching ◽

Second Development ◽

Traditional Teaching Methods ◽

Visualization Systems

This study reviews the latest innovations in medical informatics based on digital and technological applications. In particular, we focus on the contributions developed by VisualMed System (Medical Visualization Systems) Group. Applications are presented in four categories: first, development of digital anatomical viewers; second, development of augmented reality applications; third, development of simulator applications; and finally, examples of developed applications for portable devices such as smartphones and tablets are also presented. Every applications share multiple interactivity features and rich visual medical content. Finally, implications for teaching and learning in health sciences are discussed. In particular, the key role of these applications in order to enhance autonomous learning and to visually support traditional teaching methods.

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Smartphone + Teaching: Delivery of an Undergraduate Surveying Course Using Rain Classroom

International Journal of Education ◽

10.5296/ije.v12i4.18252 ◽

2020 ◽

Vol 12 (4) ◽

pp. 151

Author(s):

Weifang Yang ◽

Haowen Yan

Keyword(s):

Teaching Methods ◽

Teaching And Learning ◽

New Technology ◽

University Education ◽

Traditional Teaching ◽

Learning Tools ◽

Teaching Mode ◽

Leading Role ◽

Traditional Teaching Methods ◽

Other Information

Traditional teaching methods using a blackboard, PowerPoint presentations and resources available through the Internet still play a leading role in university education. The popularity of smartphones and the use of We-Media and other information communication technologies have introduced the possibility of new teaching methods. This new technology combined with a constant endeavor at institutions of higher education to find more efficient teaching and learning tools brings us to a new teaching mode named "smartphone+". This represents an integration of traditional teaching tools and smartphones and can be realized using currently-available smartphone-based APPs. A practical application of the smartphone+ teaching mode has been implemented using the Rain Classroom APP in a surveying course for undergraduates majoring in Geomatics at Lanzhou Jiaotong University. The experiment has shown that the Rain Classroom-based smartphone+ teaching mode is an efficient method of conveying subject matter and is a valuable supplement to traditional teaching modes. It has a number of advantages over traditional teaching methods including online quizzes and tests, real time assessments, fast interaction, before-class preview and after-class online assessments.

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