Introduction of student-led physiology tutorial classes to a traditional curriculum

2010 ◽  
Vol 34 (2) ◽  
pp. 65-69 ◽  
Author(s):  
Mahinda Kommalage ◽  
Naduni Imbulgoda
Keyword(s):  
Student Perceptions ◽  
Cognitive Skills ◽  
Faculty Members ◽  
Traditional Curriculum ◽  
Student Centered ◽  
Student Centered Learning ◽  
Negative Effect ◽  
Teaching Learning ◽  
The University

The curriculum in the University of Ruhuna Medical School is of the traditional type. Most teaching activities are faculty member-led activities. Since student-centered learning processes are considered to improve certain skills and attitudes, we introduced student-led group classes (SGCs) in physiology. Depending on the outcome of the SGCs, we planned to develop it further. We designed this study to compare student perceptions on newly introduced SGCs with traditional tutorials (TTs). Student perceptions were assessed using a mixed qualitative and quantitative method. Students recognized and appreciated some favorable features of the SGC, such as the opportunity for discussion, quality of the knowledge, active participation, improvement of presentation ability, and increased breadth of knowledge. However, the majority of students preferred the TT over the SGC despite the highlighted benefits of the SGC. Students appreciated the focused learning for examinations, written preparation, and more tutor involvement in the TT. Students requested a hybrid of the TT and SGC by incorporating mandatory written answers to the SGC with greater contributions from faculty members. Assessment methods that were not aligned with the SGC and ingrained passive didactic teaching-learning methods by students and faculty members had a negative effect on the implementation of SGCs. Cultural and economical factors also contributed adversely. In the second step of this Plan-Do-Check-Act process, we are planning to introduce new formative assessment to assess higher-order cognitive skills and a compulsory tutor training program. Some favorable components from the TT will be incorporated to the SGC.

Smart Device Clickers

Biotechnology ◽  
2019 ◽  
pp. 1581-1606
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

scholarly journals Changing to Concept-Based Curricula: The Process for Nurse Educators

2017 ◽  
Vol 11 (1) ◽  
pp. 277-287 ◽  
Author(s):  
Kristy A. Baron
Keyword(s):  
Nurse Educators ◽  
Thinking Skills ◽  
Nursing Programs ◽  
Nursing Graduates ◽  
Traditional Curriculum ◽  
Student Centered ◽  
Student Centered Learning ◽  
Finding Meaning ◽  
Major Shift ◽  
Teaching Learning

Background:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.Objective:The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs.Methods:The sample included eight educators from two institutions in one Western state using a grounded theory design.Results:The themes that emerged from participants’ experiences consisted of the overarching concept,support for change,and central concept,finding meaningin the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process.Conclusion:Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

Smart Device Clickers

2016 ◽  
pp. 295-320
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals NIRF India Rankings 2020 Analyzing the Ranking Parameters and Score of Top 100 Universities

2021 ◽  
Vol 41 (5) ◽  
pp. 385-390
Author(s):  
Amit Kumar ◽  
Kuldeep Singh ◽  
Anil Kumar Siwach
Keyword(s):  
Human Resource Development ◽  
Professional Practice ◽  
Positive Linear Correlation ◽  
Peer Perception ◽  
Teaching Learning ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
Outstanding Quality

National Institutional Ranking Framework (NIRF) was launched on 29 September 2015 by the Ministry of Human Resource Development, Government of India to rank the academic & research institutions across the country. The NIRF E-release of India Ranking 2020 was held on 11th June 2020. The present study analyses the top 100 Universities in terms of visualisation of data, the relationship of ranking with the parameters, and the relations among these parameters. Results of the study indicate that the Teaching, Learning & Resources (TLR) score for all the universities was almost similar while Research and Professional Practice (RP) score had a considerable variation and played a significant role in ranking by having a positive linear correlation with the total score with the value of R2= 0.746. RP also has a strong correlation with the Peer Perception (PR) of the university. The average library expenditure of top-10 universities was 9.45 crore per annum. It was also found that library expenditure has a positive correlation with RP and the universities with higher research productivity also have a more outstanding quality of publication in terms of citations.

TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES

2021 ◽  
Author(s):  
Antti Rissanen ◽  
◽  
Kalle Saastamoinen ◽  
Keyword(s):  
Student Evaluation ◽  
Learning By Doing ◽  
National Defense ◽  
Military Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Technology Students ◽  
Technical Students ◽  
Master Level ◽  
The University

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. Keywords: distance education, flipped learning, learning by doing, research methodology, student-centered learning

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

scholarly journals Radical Togetherness: African-American Literature and Abolition Pedagogy at Parchman and Beyond

Humanities ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Patrick Elliot Alexander
Keyword(s):  
African American ◽  
American Literature ◽  
Learning Environments ◽  
African American Literature ◽  
Student Centered ◽  
Student Centered Learning ◽  
Conception Of Teaching ◽  
Prison Studies ◽  
The University ◽  
Educational Deprivation

This article makes the case that the student-centered learning paradigm that I have aimed to establish at Parchman/Mississippi State Penitentiary as a member of a college-in-prison program represents a prison abolition pedagogy that builds on Martin Luther King and Angela Y. Davis’s coalitional models of abolition work. Drawing from Davis’s abolition-framed conception of teaching in jails and prisons as expressed in her autobiography and her critical prison studies text Are Prisons Obsolete?, I argue that the learning environments that I create collaboratively with students at Parchman similarly respond to incarcerated students’ institution-specific concerns and African-American literary interests in ways that lessen, if only temporarily, the social isolation and educational deprivation that they routinely experience in Mississippi’s plantation-style state penitentiary. Moreover, I am interested in the far-reaching implications of what I have theorized elsewhere as “abolition pedagogy”—a way of teaching that exposes and opposes the educational deprivation, under-resourced and understaffed learning environments, and overtly militarized classrooms that precede and accompany too many incarcerations. As such, this article also focuses on my experience of teaching about imprisonment in African-American literature courses at the University of Mississippi at the same time that I have taught classes at Parchman that honor the African-American literary interests of imprisoned students there.

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