Innovative Teaching and Learning Strategies in Kinesiology

2018 ◽  
Vol 7 (4) ◽  
pp. 321-327 ◽  
Author(s):  
Peter F. Bodary ◽  
M. Melissa Gross
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Resistance To Change ◽  
Evidence Base ◽  
Job Skills ◽  
Engaged Learning ◽  
Innovative Teaching ◽  
Course Structure ◽  
Active Learning Strategies

Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

Testing the Rhetoric: Application of Active Learning Strategies in Logic and Critical Thinking Classrooms– Lessons from University of Gondar, Ethiopia

2020 ◽  
Vol 7 (2) ◽  
pp. 78-85
Author(s):  
Ketemaw Tiruneh Muluye
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategies ◽  
Study Design ◽  
Document Analysis ◽  
Group Discussions ◽  
Case Study Design ◽  
Active Learning Strategies ◽  
Mixed Approach

The purpose of this research was to examine the implementation of Active Learning Strategies (ALSs) in logic and critical thinking classrooms by focusing on freshman students of Gondar University. For this purpose, a concurrent triangulation mixed approach and case study design were employed. The data were collected through questionnaires (n=361), interviews and document analysis. Accordingly, the utilization of ALSs in logic and critical thinking classrooms is found to be negligible. Though buzz group discussions and presentations were found to be preferable as compared to other ALSs, they are utilized in a rare manner. Factors related with the directives of the Ministry, motivation of the instructors and students were found to have an influence on the utilization of ALSs. This implies though the Ministry claims that it is committed for the utilization of ALSs, its directives are not found to be complimentary with its rhetoric for the utilization of ALSs. Int. J. Soc. Sc. Manage. Vol. 7, Issue-2: 78-85

New Technologies in the Politics Classroom: Using Internet Classrooms to Support Teaching and Learning

Politics ◽  
2003 ◽  
Vol 23 (1) ◽  
pp. 66-73 ◽  
Author(s):  
Donna Lee
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Personal Experience ◽  
Teaching And Learning ◽  
New Technologies ◽  
Critical Evaluation ◽  
Undergraduate Teaching ◽  
Learning And Teaching ◽  
Rigorous Research ◽  
Active Learning Strategies

This article introduces some ideas about using internet classrooms to enrich the experience of those learning and teaching politics. It draws and reflects upon my three-year experience of using internet classrooms to teach politics in optional and compulsory politics undergraduate modules, providing critical evaluation of the successes and problems involved. Much of what the article discusses can be applied to most, if not all, politics modules and will be useful to those wishing to use new technologies to support active learning strategies in their undergraduate teaching. The article is based on personal experience and student evaluations, rather than any rigorous research of learning outcomes. As such, I do not set out to prove that using internet classrooms has pedagogical advantages over using only traditional methods, and I am not arguing a case for or against using either.

scholarly journals Enhancing medicinal chemistry knowledge and student interest: Incorporating pharmacy practice related case studies and active-learning strategies

2020 ◽  
pp. 168-178
Author(s):  
Heba Abdel-Halim
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Medicinal Chemistry ◽  
Course Design ◽  
Research Evaluation ◽  
Pharmacy Practice ◽  
Student Interest ◽  
Related Case ◽  
Learning Techniques ◽  
Active Learning Strategies

Description: The action research evaluation describes a variety of novel teaching and learning techniques that were incorporated into a medicinal chemistry course. Clinically relevant medicinal chemistry cases were presented to learners complemented with 3D protein visualisation software in lectures. Evaluation: The learning outcome of students was assessed using in-class quizzes, poster session presentations and exams. Students’ marks and post-course surveys were used to assess the newly employed teaching methods. The improvement in student marks complemented the post-course surveys resulted. The majority of students agreed that the course design has improved their understanding of medicinal chemistry in general and helped in relating the course to pharmacy practice. Conclusion: This study suggests that diversifying teaching and learning methods is essential to improved students’ performance and understanding of medicinal chemistry. The integration of clinically relevant medicinal chemistry cases may help students to relate the concepts of drug chemistry, and drug design aspects to pharmacy practice.

scholarly journals IDENTIFIKASI KESULITAN GURU PKn SMA di WILAYAH KECAMATAN SAWAHAN KOTA SURABAYA DALAM MENGIMPLEMENTASIKAN STRATEGI PEMBELAJARAN INOVATIF

WAHANA ◽  
2018 ◽  
Vol 70 (1) ◽  
pp. 35-37
Author(s):  
Suhartono PPKn Suhartono
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Civic Education ◽  
Innovative Teaching ◽  
Civics Education ◽  
Main Method ◽  
Analysis Technique ◽  
Innovative Learning ◽  
Active Learning Strategies ◽  
Questionnaire Method

Citizenship or Civics Education is a subject that is expected to shape the attitude and character of students. Learning activities in the classroom is not always fun. Teachers have difficulty in delivery of civic education materials to students. Civics teachers in the delivery of materials more commonly used conventional methods that lecture. As a result, the use of such methods only position students to be quiet, listen, take notes, and memorize. So with the policy of the use of innovative teaching strategies in the delivery of civic education materials are expected to assist students in understanding the material. Various types of innovative learning strategis such as Quantum Learning Strategies, Learning Strategies Inquiry, Problem Based Learning Strategies, Cooperative Learning Strategies, Contextual Learning  Strategies, and Active Learning Strategies to provide facilities or provide  a solution to the difficulties of the teacher in the classroom when the delivery of material.Methods of data collection in this thesis is that the questionnaire method is the main method in the research and documentation methods are used as a method to support in this study. Research is Education Departmen Sawahan. The data analysis technique used is descriptive statistical analysis techniques with the percentage.From the data analysis it can be concluded that the majority of high school Civics teacher in Sawahan district City of Surabaya have difficulties in implementing innovative learning strategies.

scholarly journals Activating Large Lecture Financial Learning: Collaboration and Clickers During Covid-19

2021 ◽  
Vol 12 (2) ◽  
pp. 49-63
Author(s):  
Dan W. Royer ◽  
Olga Mcatee
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Financial Literacy ◽  
Career Readiness ◽  
Future Research ◽  
Wealth Accumulation ◽  
Course Content ◽  
Transferable Skills ◽  
Large Lecture ◽  
Active Learning Strategies

Abstract This paper examines our approach to teaching a large-lecture personal finance course promoting students’ financial literacy. We identify the context of this course, including the rationale for large-enrolment courses and issues with the format in general, describing how using clickers and active learning strategies results in increased engagement, attendance, and critical thinking. Learning outcomes designed to support student formation of both internal and external views of finance are holistic and expansive, broader than measures of wealth accumulation alone. Moreover, a strategic initiative focused on career readiness aligns specific competencies with course content focused on developing transferrable skills through practical, real-world examples designed to engage problem-solving and critical thinking. This pragmatic and practical focus linked these transferable skills to a framework of learning grounded in the twin concepts of financial capability and competency. Additionally, we address how Covid-19 disrupted these courses, detailing adjustments necessitated by the new reality of social distancing while adjusting our approach to student participation as we met simultaneously in face-to-face and synchronous Zoom sessions. We concluded that additional considerations must include equitable access to resources based on our pandemic experience. Future research should examine these adjustments in light of developing culturally responsive methods to promote equitable learning.

scholarly journals Improving Student Readiness for Inquiry-Based Learning: An Engineering Case Study

2020 ◽  
Vol 16 (01) ◽  
pp. 4
Author(s):  
Tom A. Eppes ◽  
Ivana Milanovic ◽  
Kamau Wright
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Student Work ◽  
Course Structure ◽  
Inquiry Based Learning ◽  
Student Readiness ◽  
Advance Student ◽  
Teaching And Learning Strategies ◽  
Multidisciplinary Modeling ◽  
Applied Fields

<p><span lang="EN-GB">During the past decade, the authors have sought to advance student research in a predominantly teaching institution. The two primary challenges were: academic - how to introduce and promote inquiry-based learning (IBL) given the constraints, and business - how to obtain and sustain funding in the area of industry-sponsored research. The authors developed a successful multidisciplinary modeling course that integrates four teaching and learning strategies and where key learning outcomes strengthen student readiness to engage in research. The course culminates with research performed as part of an IBL strategy that is relevant and supported by mentoring. The benefits include development of intellectual and practical skills that underlie a central activity of engineering design. The course structure, evidence of student work, and evolution over time to meet challenges are presented and discussed. Most importantly, the potential of this strategy to be implemented across other topical areas is addressed. Student participation in research improves learning of engineering and scientific concepts, increases interaction with faculty and industry sponsors, and provides opportunities for work in emerging technology areas. Benefits accrue both to students who pursue a research career and to those who enter applied fields by strengthening their ability to propose innovative solutions.</span></p>

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