scholarly journals Teaching-Learning Methods of e-PBL Based Course for Enhancing Self-Directed Learning: Focusing on Business English at Cyber Universities

2014 ◽  
Vol 28 (2) ◽  
pp. 407-428
Author(s):  
김희진
Keyword(s):  
Business English ◽  
Self Directed Learning ◽  
Learning Methods ◽  
Directed Learning ◽  
Teaching Learning

scholarly journals Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

2019 ◽  
Vol 08 (02) ◽  
pp. 066-070 ◽  
Author(s):  
Mehul Tandel ◽  
Daxa Kanjiya ◽  
Neeraj Vedi ◽  
Deepak Sharma ◽  
Praveen Singh ◽  
...  
Keyword(s):  
Group Discussion ◽  
Active Participation ◽  
Cooperative Interaction ◽  
Learning Method ◽  
Self Directed Learning ◽  
Medical College ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning ◽  
Academic Year

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

scholarly journals Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

2021 ◽  
Vol 31 (1) ◽  
pp. e37105
Author(s):  
Dr. Preethi J Shenoy ◽  
Dr. Rashmi R Rao
Keyword(s):  
Undergraduate Students ◽  
Multiple Choice Questions ◽  
Small Group Teaching ◽  
Self Directed Learning ◽  
Tutorial Group ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Directed Learning ◽  
Teaching Learning ◽  
Crossword Puzzles

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

scholarly journals SELF-DIRECTED LEARNING OF ENGLISH FOR SPECIFIC PURPOSES (BUSINESS ENGLISH) AS POWERFUL PEDADOGICAL TOOL IN THE CONTEXT OF ECONOMIC UNIVERSITY

10.23856/2512 ◽  
2017 ◽  
Vol 25 (6) ◽  
pp. 117
Author(s):  
Olgа Bratanych ◽  
Sergii Skydan ◽  
Melisandra Leonardos
Keyword(s):  
Economic Benefits ◽  
English For Specific Purposes ◽  
Business English ◽  
Self Directed Learning ◽  
Advanced Learners ◽  
Pedagogical Tool ◽  
The North ◽  
Directed Learning ◽  
English Classroom

 The authors have analyzed the conceptual framework of self-directed learning theory; described some issues of self-directed learning within the field of higher education in the North America and identified some challenges of self-directed English for Specific Purposes (ESP) learning in the Ukrainian Economic University setting; shared some practical information about using it as a pedagogical tool in an ESP (Business English) classroom for advanced learners in the context of Ukrainian Economic University; characterized the ESP course containing a self-directed learning component; showed who is more likely to become an efficient self-directed ESP learner; presented some ideas on the role of the teacher in involving students in self-directed ESP learning; selected several ways to foster an ESP learner autonomy: established a number of economic benefits of self-directed ESP learning.

scholarly journals A PROPOSAL FOR PROFESSIONAL DEVELOPMENT OF BUSINESS ENGLISH TEACHERS IN SERBIA – OVERVIEW OF THE RESEARCH

2021 ◽  
pp. 389
Author(s):  
Mirna Vidaković
Keyword(s):  
Professional Development ◽  
Traditional Approach ◽  
English Teachers ◽  
Business English ◽  
Self Directed Learning ◽  
Professional Needs ◽  
Proposed Model ◽  
Professional Development Of Teachers ◽  
Directed Learning ◽  
Learning And Collaboration

This paper gives an overview of the empirical research conducted in the doctoral thesis entitled “A New Model of Professional Development of Business English Teachers in Serbia: Theoretical, Methodological and Practical Aspects”. Having noticed that professional needs of Business English teachers in Serbia were not sufficiently recognized, the research aimed to analyse the current situation regarding Business English teaching and professional development of teachers so as to gain data necessary for creating a proposal of a model of development that would fully respond to teachers’ pedagogical demands. The sample included 85 teachers and 349 students of Business English. Data collected through questionnaires and interview were analysed quantitatively and qualitatively. The results were largely consistent with contemporary research in the fields of LSP (Languages for Specific Purposes) and professional development of teachers. A few points which reflected a traditional approach to education concerned students’ perception of teachers’ roles and field competencies, and teachers’ expectations with regard to obtaining ready-made pedagogical solutions. The proposed model advocates a bottom-up and reflective approach to professional development, encourages both self-directed learning and collaboration, and offers content that suits teachers’ diverse experience and working contexts. 

scholarly journals Exam wrapper and metacognition for undergraduate surgery students in exam preparation

2020 ◽  
Vol 7 (12) ◽  
pp. 4083
Author(s):  
Kishore Kumar Kannan ◽  
Ramula Muthammal
Keyword(s):  
Metacognitive Skills ◽  
Self Directed Learning ◽  
Exam Preparation ◽  
Conventional Teaching ◽  
Group Data ◽  
Metacognitive Intervention ◽  
Focus Group Data ◽  
Directed Learning ◽  
Teaching Learning ◽  
The Impact

Background: An exam wrapper is a structured debrief­ing questionnaire tailored to help the students understand their performance in the examination and help them to plan and develop improvement strat­egies. Exam wrappers give students a structured reflection about how they performed in a particular exam and act as a useful tool to perform better in the next exam. This mixed-method study was conducted to assess the impact of exam wrapper on metacognitive skills of surgery students and to assess the perception of students on its application in exam preparation.Methods: Metacognition was assessed using the metacognitive inventory questionnaire for students learning surgery. Nonparametric Friedman test was used to analyze quantitative data and qualitative data which were collected from four identified focus groups students who completed the exam wrapper sessions.Results: Students who used the exam wrapper throughout the se­mester demonstrated appreciable improvement in metacog­nition (p=0.013). Focus group data showed that students found the exam wrapper useful and effective. The analysis revealed the students' trust that, the faculties can make a change, complementary to conventional teaching-learning methods and reflecting the exam paper helps them to perform better.Conclu­sions: Medical students in surgery perceive this tool as use­ful and their application of exam wrapper as an effective tool in metacognition. This type of metacognitive intervention needs to be adopted across different departments for exam wrapper to be more engaging and direct students towards self-directed learning.

scholarly journals An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education

2020 ◽  
Vol 12 (22) ◽  
pp. 9514
Author(s):  
Sardar S. Shareef ◽  
Guita Farivarsadri
Keyword(s):  
Qualitative Content Analysis ◽  
Technical Knowledge ◽  
Professional Lives ◽  
Construction Technology ◽  
Self Directed Learning ◽  
Scientific Databases ◽  
Learning Framework ◽  
Directed Learning ◽  
Teaching Learning

This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.

scholarly journals Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

2017 ◽  
Vol 9 (4) ◽  
pp. 8
Author(s):  
Setareh Mousavi ◽  
Mohammadreza Nili ◽  
Ahmadreza Nasr ◽  
Mohammad Masoud
Keyword(s):  
Art Education ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Qualitative And Quantitative Methods ◽  
Directed Learning ◽  
Competency Based ◽  
Teaching Learning ◽  
Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

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