Theories of learning and teaching methods used in postgraduate education in the health sciences

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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The science and poetry in learning (and teaching) to read

Phi Delta Kappan ◽

10.1177/0031721718815667 ◽

2018 ◽

Vol 100 (4) ◽

pp. 13-17

Author(s):

Maryanne Wolf

Keyword(s):

Reading Instruction ◽

Teaching Methods ◽

Explicit Instruction ◽

Natural Process ◽

Teaching Approaches ◽

Reading Processes ◽

Learning And Teaching ◽

Digital World ◽

The Brain ◽

Different Parts

Because reading is not a natural process like language, young learners must be taught to read. Knowledge about how the reading brain develops has critical implications for understanding which teaching methods to use and helps reconceptualize previous debates. In this excerpt from Reader Come Home: The Reading Brain in a Digital World, Maryanne Wolf describes how many different parts of the brain must work together when reading and why each requires attention in teaching. She delves into research into different reader profiles, each of which needs different emphases in reading instruction, and she explains the value of teaching approaches that include both explicit instruction in decoding and deep reading processes, and engagement by learner and teacher with the world of words and stories.

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Repurposing virtual reality assets: from health sciences to Italian language learning

Innovative language teaching and learning at university: treasuring languages ◽

10.14705/rpnet.2020.40.1061 ◽

2020 ◽

pp. 21-26

Author(s):

Alessia Plutino ◽

Tiziana Cervi-Wilson ◽

Billy Brick

Keyword(s):

Virtual Reality ◽

Language Learning ◽

Pilot Project ◽

Health Sciences ◽

Language Curriculum ◽

Health Care Students ◽

Italian Language ◽

Learning And Teaching ◽

Modern Language ◽

The University

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad.

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Advancing Learning and Teaching in the EHEA: Innovation and Links with Research

European Higher Education Area: Challenges for a New Decade ◽

10.1007/978-3-030-56316-5_18 ◽

2020 ◽

pp. 273-282

Author(s):

Michael Gaebel ◽

Thérèse Zhang ◽

Romita Iucu

Keyword(s):

Higher Education ◽

Nineteenth Century ◽

Teaching Methods ◽

Higher Education Institutions ◽

Century Model ◽

Learning And Teaching ◽

Basic Model ◽

Core Mission

Abstract Education, a core mission of universities, is frequently depicted as being resistant towards change regarding teaching methods and forms of provision. As Hooker put it, back in 1997, “the nineteenth-century model of teaching at higher level still holds sway and teaching as not changed much since. The last 15 years have seen progressive developments in many higher education institutions, but the basic model has not altered significantly, at least not in the majority of institutions.

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Evaluation of teaching methods of chemistry concepts through laboratory work: A case study of chemistry department, faculty of natural sciences, Shaheed Professor Rabbani Education University

International Journal of Innovative Research and Scientific Studies ◽

10.53894/ijirss.v1i3.9 ◽

2018 ◽

Vol 1 (3) ◽

pp. 42-48

Author(s):

Humapar Azhar Rahimi ◽

Deana Qarizada ◽

Abdul Hadi Stanikzai

Keyword(s):

Teaching Methods ◽

Teaching And Learning ◽

Laboratory Work ◽

Laboratory Equipment ◽

Problem Solving Skills ◽

Learning And Teaching ◽

Complex Concept ◽

Active Teaching ◽

Evaluation Of Teaching ◽

Department Faculty

This research has been carried out under the title of (Evaluation of teaching methods of chemistry concepts through laboratory work). The main objective of this research is to investigate learning and teaching methods, concepts that are taught by laboratory works and the challenges that may the teaching and learning methods face from the perspective of lecturers and students. In this research, to collect the statistical information a type of applications method and combined methods (related to library and region) has been used. In view of Cochran formula and Morgan table. The sampling method was selected systematically on random bases. In addition, the questionnaires were distributed to (136) students and (8) lecturers and their comments were collected. Based on the result of this study, researchers and lecturers have made it clear that the teaching methods of the concepts of chemistry by using laboratory works are directly related to various subjects in a complex concept, and students are taught by the activity of exploratory, exploration, problem-solving skills, and project centered. However, it can be possible in existence of sufficient materials and equipment. The majority of students and lecturers reminded the lack of laboratory, equipment and lack of knowledge of lecturers from active teaching methods of the laboratory.

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Developing Employability Skills in Information System Graduates

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch069 ◽

2021 ◽

pp. 1331-1344

Author(s):

Mohamad Osmani ◽

Nitham M. Hindi ◽

Vishanth Weerakkody

Keyword(s):

Information System ◽

Teaching Methods ◽

Time Management ◽

Employability Skills ◽

Traditional Teaching ◽

Learning And Teaching ◽

Traditional Teaching Methods ◽

Flipped Classrooms ◽

Study Techniques

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.

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An empirical investigation on learning and teaching lean manufacturing

Education + Training ◽

10.1108/et-11-2018-0232 ◽

2020 ◽

Vol 62 (3) ◽

pp. 339-354

Author(s):

Guilherme Luz Tortorella ◽

Rogério Miorando ◽

Diego Fettermann ◽

Diego Tlapa Mendoza

Keyword(s):

Graduate Students ◽

Learning Styles ◽

Learning Style ◽

Teaching Methods ◽

Lean Manufacturing ◽

Teaching Method ◽

Learning Preferences ◽

Teaching Approaches ◽

Content Type ◽

Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

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Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Fluids ◽

10.3390/fluids4040199 ◽

2019 ◽

Vol 4 (4) ◽

pp. 199 ◽

Cited By ~ 1

Author(s):

Daniel G. F. Huilier

Keyword(s):

Fluid Mechanics ◽

Teaching Methods ◽

Bologna Process ◽

Teaching Experience ◽

Teaching Staff ◽

Innovative Teaching ◽

Learning And Teaching ◽

Mechanical Field ◽

Hands On ◽

The Bologna Process

A summary of the personal investment in teaching fluid mechanics over 40 years in a French university is presented. Learning and Teaching Science and Engineering has never been easy, and in recent years it has become a crucial challenge for curriculum developers and teaching staff to offer attractive courses and optimized assessments. One objective is to ensure that students acquire competitive skills in higher science education that enable them to compete in the employment market, as the mechanical field is a privileged sector in industry. During the last decade, classical learning and teaching methods have been coupled with hands-on practice for future schoolteachers in a specific course on subjects including fluid mechanics. The hands-on/minds-on/hearts-on approach has demonstrated its effectiveness in training primary school teachers, and fluids are certainly a nice source of motivation for pupils in science learning. In mechanical engineering, for undergraduate and graduate students, the development of teaching material and the learning and teaching experience covers up to 40 years, mostly on fluid dynamics and related topics. Two periods are identified, those prior to and after the Bologna Process. Most recently, teaching instruction has focused on the Fluid Mechanics Concept Inventory (FMCI). This inventory has been recently introduced in France, with some modifications, and remedial tools have been developed and are proposed to students to remove misconceptions and misunderstandings of key concepts in fluid mechanics. The FMCI has yet to be tested in French higher education institutions, as are the innovative teaching methods that are emerging in fluid mechanics.

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PERSPEKTIF GURU TENTANG PENGEMBANGAN SMA DI TANGERANG PADA MASA PANDEMI COVID-19.

Rausyan Fikr : Jurnal Pemikiran dan Pencerahan ◽

10.31000/rf.v17i2.5061 ◽

2021 ◽

Vol 17 (2) ◽

Author(s):

Muh Turizal Husein ◽

Sah Lani

Keyword(s):

Learning Organization ◽

Teaching Methods ◽

School Principals ◽

Qualitative Interview ◽

Teaching With Technology ◽

Technology Infrastructure ◽

Learning And Teaching ◽

Qualitative Interview Study ◽

Changing Attitudes

ABSTRACTThis article focuses on the challenges of teachers at high schools related to the digitalization process in school development during the Covid-19 pandemic. In addition to being an intrapersonal prerequisite for teaching with technology and changing attitudes towards learning and teaching, it is a prerequisite for schools as part of a learning organization. This research is a qualitative research with a qualitative interview study of 10 participants or teachers. This was done to identify challenges for teachers, the role of ship principals, and collaboration among stakeholders. The strategy of teaching methods using technology proved to be a clear agenda by school principals regarding reliable technology infrastructure and also the willingness of teachers to use teaching methods.

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