scholarly journals Auxiliary Teaching of Badminton Basic Movements Based on Wireless Network Communication and Kinect

2022 ◽  
Vol 2022 ◽  
pp. 1-12
Author(s):  
Fusheng Liang
Keyword(s):  
Wireless Network ◽  
Subjective Experience ◽  
Teaching Method ◽  
Network Communication ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Interest Level ◽  
Traditional Pedagogy ◽  
Specific Impact

Badminton is a sport with relatively delicate and complicated technical movements, which is widely welcomed in China. In order to study the specific impact of the sports game teaching method and traditional teaching method on the three aspects of the badminton learning technology mastery level, interest level, and subjective experience, with the reference of the wireless network to the students and Kinect on the students, in a three-month group teaching of students without foundation in a medical school in this city, the badminton action is broken down and the doubling of the badminton action is detected by WiFi and Kinect, to compare the traditional pedagogy and the method with this paper before and the lesson and to draw out conclusions. The results of the study found that badminton-assisted teaching based on wireless network communication and Kinect can achieve good results. The learning efficiency of students is significantly higher than that of traditional teaching methods, and badminton teaching based on wireless network communication and Kinect can effectively improve students’ interest in learning, 24% higher than the traditional method. This shows that wireless network communication and Kinect technology can play an important role in badminton teaching.

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.

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

Flipping the Classroom

2015 ◽  
pp. 157-174 ◽  
Author(s):  
Jamie Gardner
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Student Preparation ◽  
Individual Level ◽  
Student Comprehension ◽  
Traditional Teaching Methods ◽  
Potential Benefits ◽  
Training Resources ◽  
Technological Specific

Adoption of new practice only occurs if the proposed change is perceived as being beneficial and if the challenges associated with implementing the new practice are not overwhelming. The teaching method of flipping the classroom is a newer practice that has received a lot of attention in current literature, where the potential benefits are thoroughly discussed. The challenges associated with flipping the classroom are more obscure in the literature. The purpose of this chapter is to outline challenges associated with flipping the classroom and propose solutions to overcome each of the challenges described. Challenges of implementing a flipped classroom can occur at the institutional or individual level and can be categorized as technological or non-technological. Specific challenges to be discussed include technology delivery challenges at the organizational and individual level, lack of technical support, IT infrastructure challenges, inadequate technical and non-technical training resources for instructors, instructor and student resistance to using non-traditional teaching methods, the inability to assess student comprehension using traditional strategies, increased course preparation time, and lack of student preparation or buy-in.

scholarly journals Mobile Social Media and the News: Where Heutagogy Enables Journalism Education

2017 ◽  
Vol 73 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Danielle Mulrennan
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Teaching Method ◽  
Communication Studies ◽  
Journalism Education ◽  
Traditional Teaching ◽  
Participatory Action ◽  
Broadcast Media ◽  
Traditional Teaching Methods ◽  
Journalism Students

Journalism schools are under pressure to look beyond traditional teaching methods to prepare students for the post-Internet, rapidly evolving news landscape. Heutagogy is a net-centric teaching method in which learners are highly autonomous and self-determined. In this article, Participatory Action Research theory was applied within a heutagogical framework to the redevelopment of a social media course for journalism students at AUT University, New Zealand. The findings form the basis of recommendations across the wider journalism curriculum, and there are also implications for other areas of communication studies, public relations, and online or broadcast media.

scholarly journals ANALYZING THE METHOD GAME-BASED LEARNING

2020 ◽  
Vol 9 ◽  
Author(s):  
Назым Кайрат
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching Methods ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Learning Method ◽  
Game Based Learning ◽  
Ability To Work ◽  
Traditional Teaching Methods

This article discusses the benefits of using game-based learning. The purpose of the article: to provide a method that would make it easier for students to understand and accept the new topics at school and to remember the learned materials for a long time.Increasing the interest and activity of schoolchildren is an important part of the learning process. Motivating students is one of the biggest challenges for teachers. It is quite possible that the use of traditional teaching methods alone will cause indifference in students. Therefore, it is better to use active learning methods so that the lesson is not boring. In this regard, the use of game-based learning technology can increase the motivation of students to learn.Based on the research materials, it can be concluded that the game-based learning method facilitates students' learning and motivates students, allows them to work with classmates, i.e. increases the ability to work in groups, helps to overcome indifference to mathematics, creates a fun learning environment.

scholarly journals The Practical Research of Project Teaching Method in the Teaching of Computer Specialty Courses in Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Guanhong Zhang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Rapid Development ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Practical Strategy ◽  
Traditional Teaching Methods ◽  
Computer Professionals ◽  
Computer Teaching

With the rapid development of computer technology, the society has higher and higher requirements for computer professionals. There are many problems in the existing computer teaching methods. The more typical one is the separation of theory and practice, which does not meet the current society's requirements for computer talents. . The application of project teaching method to computer teaching can effectively make up for the shortcomings of traditional teaching methods, effectively improve students' comprehensive ability, and greatly improve the efficiency and quality of college computer talent training. This article discusses the role of project teaching method in computer teaching in colleges and universities from multiple angles, and proposes the practical strategy of project teaching method in computer teaching.

scholarly journals UMA ABORDAGEM DE JOGOS DE TABULEIRO NO ENSINO EM CIÊNCIAS CONTÁBEIS

2019 ◽  
Vol 12 (4) ◽  
pp. 398
Author(s):  
Sirlene Siqueira Alves ◽  
Armando Paulo da Silva ◽  
Eduardo Filgueiras Damasceno
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Course Content ◽  
Board Games ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
And Control

The accounting higher education has techniques of knowledge transfer for the professional formation of the academic, therefore, most of the teaching techniques are focused on the disclosure of the laws due to the financial movement of the organizations. Knowing this, much of the advancement in teaching is due to the transmission of the experience of the accounting professor and the student facing the labor market operations. There are other methods of teaching accounting such as lecture, case study, seminars, discussion and debate, however they are still focused on the transmission of experiences or the fictional representation of teaching. This article aims to highlight the use of board games in the Accounting Science course, the teaching based on game fiction, as a way of fixing the content in the teaching of cost accounting, compared to traditional teaching methods. To prove the hypothesis, a board game was created, focused on promoting student engagement and favored the transmission of course content. For research observation and control, questionnaires based research methods were used before and after the use of the game in specific classes of the Accounting Science course. The results were demonstrated through graphs for better visualization. Thus, it was possible to conclude that there was a significant difference in the results before and after the application of this teaching method. In addition, students interacted and became cooperatively involved, which proved the effectiveness of the method in motivating and engaging students in the teaching-learning process.

scholarly journals Zum Einfluss affektiver Faktoren auf den frühen Fremdsprachenerwerb im Elementarbereich durch den narrativen Ansatz

2018 ◽  
Vol 45 (1) ◽  
pp. 51-68
Author(s):  
Mariusz Jakosz
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Internal Motivation ◽  
Traditional Teaching Methods ◽  
Language Courses ◽  
The University ◽  
The Impact

The article presents the impact of emotions on teaching children foreign languages. To this end, the results of a research project carried out under the auspices of the Institute of German Philology at the University of Silesia in Katowice are discussed. The project consisted in providing language courses at three kindergartens and one primary school. During those courses, German was taught as a foreign language using the storytelling approach. The project results led to the conclusion that, unlike traditional teaching methods, which are based on very limited input and intensive imitation, the teaching method used creates much more favourable conditions for the activation of innate language acquiring processes and takes the level of the children’s cognitive development into account to a larger degree. The objectives of the evaluation were – among other things – to determine how the storytelling approach affects children’s attitudes to a foreign language, whether it arouses their internal motivation for acquiring a foreign language, whether it contributes to building their confidence, and whether it stimulates their imagination and creativity.

scholarly journals A Space Design Teaching Model Using Virtual Simulation Technology

2018 ◽  
Vol 13 (06) ◽  
pp. 163
Author(s):  
Jialing Wu
Keyword(s):  
Virtual Reality ◽  
Teaching Method ◽  
Virtual Simulation ◽  
Teaching Model ◽  
Virtual Experiment ◽  
Traditional Teaching ◽  
Simulation Technology ◽  
Space Design ◽  
Traditional Teaching Methods ◽  
Design Function

With the rapid advancement of information technology, virtual reality technology has also gradually developed, accompanied by the dramatic growth of virtual reality experiment technology. At present, the space design-oriented virtual experiment teaching method usually contributes to the formation of undesired experiment habits among students, such as caring less about experiment instruments, attaching less importance to the norms of experiment operation, and the lack of awareness of safety precautions. At the same time, virtual experiment may lead to reduced communications in the learning process and fewer opportunities for students to exercise interpersonal skills, thus affecting the teaching effect to a certain extent. On this basis, a teaching method of applying virtual simulation technology to the course of space design was proposed in this study. The analysis of the current development status and characteristics of virtual simulation technology was followed by a detailed description of the use of software in the construction entity and a series of computer-aided teaching and developing processes concerning space, design, function, etc. in the case of space design. Through the survey, it was found that students have more recognition of the new teaching method and their learning efficiency is improved, indicating that this teaching model is significantly better than other traditional teaching methods.

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