scholarly journals METHODS TO USE WHEN TEACHING LEGAL ETHICS IN SOUTH AFRICA

Obiter ◽  
2021 ◽  
Vol 42 (2) ◽  
Author(s):  
E Snyman-Van Deventer
Keyword(s):  
Learning Style ◽  
Teaching Method ◽  
Law School ◽  
Student Body ◽  
Legal Ethics ◽  
African Context ◽  
Use Of Social Media ◽  
Written Assignments ◽  
Why Questions ◽  
Goals And Objectives

Teaching legal ethics must be more than just compliance with the requirements of the legal profession but also an opportunity for every law faculty or law school to make a contribution to the development of a culture of ethics. Whether legal ethics are taught in a stand-alone module or integrated in any other module, the lecturer has to determine the goals and objectives of the module and how to achieve them and also how to assess whether the set goals and objectives have been achieved. In designing a module on legal ethics, the lecturer’s own style and personality will influence the module’s structure, style and technique. The lecturer therefore needs to choose the teaching method that suits him or her. Teaching methods identified include case studies, problems, Socratic instruction, discussions, group discussions, video and film presentations, co-curricular activities, lectures, the use of social media and the Internet, clinical participation, role play and simulations, law clinics, written assignments, one-minute essays, games, and moot courts. Most of these methods are not exclusive; in teaching, one most often uses a combination of the different methodologies. This article focuses mainly on the methods to be used (the “how” question) when teaching legal ethics. The objectives (the “what and why” questions) and structural aspects (the “where” questions) are also dealt with briefly. The “how” question is important because how we approach teaching needs to reflect the changing student body, the increase in student numbers and the changing learning style of our students. In answering the “how” question, various methodologies are discussed as possible ways to teach legal ethics in a South African context.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

scholarly journals Research on the differences of students’ learning styles and knowledge integration in SPOC learning: a case study of course “Basic Portuguese”

2021 ◽  
Vol 18 (1) ◽  
pp. 12-26
Author(s):  
Jing Hu ◽  
Silva Maria Do Carmo Vieira
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Knowledge Construction ◽  
Knowledge Integration ◽  
Teaching Method ◽  
Integration Theory ◽  
Online Data ◽  
Learning Behaviors ◽  
Learning Platform

Problem and goal. With the advent of the information age, Internet-based online learning has also become one of the learning methods chosen by many learners. They can use these online learning platforms to complete knowledge construction while learning offline. Methodology. Most studies of learning behaviors focus on the discovery of the best learning model and disregard the possible impact of different learning behaviors on knowledge construction. Therefore, based on the Felder - Silverman learning style model, this article uses the Solomon learning style scale to improve the design of the questionnaire and collect four-dimensional differential learning behaviors data. In order to further understand the influence of learning styles on the effectiveness of online learning, we also use online learning data on the Small Private Online Course platform and general cognitive intelligence knowledge integration theory to clarify the relation between learning modes and individuals differences. Results. This study observes and analyzes the learning behavior data of 46 students of Nankai University in the SPOC learning platform, also analyzes the differences in learning styles and knowledge construction of students in the SPOC environment. Compared with the traditional Basic Portuguese teaching method, the blended teaching model based on the Chaoxing Learning platform has unparalleled advantages. Interactions inside and outside the classroom, improving student participation and promoting teaching diagnosis. Conclusion. Through a comprehensive analysis of questionnaire data and online data, we found that some learning styles have different effects on the effectiveness of online learning, ignoring the individual differences of learners will still cause problems in knowledge construction.

scholarly journals Online Teaching and Learning Ecology in Thai Higher Education during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Anucha Somabut ◽  
Kulthida Tuamsuk
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Success Factors ◽  
Teaching Method ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
Technology And Learning ◽  
Learning Ecology

The chapter presents the impact of COVID-19 on Thai higher education the national, and university reactions and policies to cope with the situation. Parallel with the technology disruption, most universities have been attempting to promote online teaching due to the new learning environments and learning style of students, while faculty members are still reluctant. However, the COVID-19 has inevitably changed the ways the faculty members handle their classes. In this chapter, the findings on the components of online teaching and learning ecology (OTLE) in Thai higher education during the COVID-19 is summarized and proposed, covering the following topics: learning and teaching method, technology and learning resources, teacher roles, and student roles and responsibilities. Finally, the key success factors for the development of learning ecology at the higher education level are also covered.

An empirical investigation on learning and teaching lean manufacturing

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.

scholarly journals Perceived Best Practices for Faculty Training in Distance Education

2014 ◽  
Vol 5 (1) ◽  
pp. 48-56
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching Method ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

scholarly journals THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES

2019 ◽  
Vol 8 (2) ◽  
pp. 108-114
Author(s):  
Ida Zuhroidah ◽  
Nurul Huda ◽  
Bagus Dwi Cahyono
Keyword(s):  
Clinical Practice ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Learning Outcome ◽  
Bedside Teaching ◽  
Clinical Nursing

Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p < 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p > 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.

scholarly journals Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

2018 ◽  
Vol 9 (1) ◽  
pp. 137-148
Author(s):  
Ariel Ora ◽  
Roland Sahatcija ◽  
Anxhela Ferhataj
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Method ◽  
Pearson Correlation ◽  
Visual Learning ◽  
Hybrid Learning ◽  
Statistical Correlation ◽  
The Impact

AbstractLearning style is a crucial element in the academic life of students. It plays a fundamental role in the selection of a suitable teaching method of instruction. The aim of this research paper is the study of the perception of the hybrid learning and students’ learning style. In addition, another objective of the study is to analyze the perception of the hybrid learning in accordance with the learning style. This paper employs quantitative research and the descriptive and comparative methods. The study sample consists of 89 Albanian university students. Data analysis was conducted through SPSS 20 and JASP-0.8.1.2. The statistical analyses utilized in this paper are distribution tables, crossed tabulation, student test, Pearson correlation coefficient, Bayesian Independent Samples T-Test, and One - Way ANOVA. The conclusion of the data analysis shows that most students used the visual learning style in order to study. Students have a positive perception of the hybrid learning. There exists an insignificant statistical correlation between learning styles and the perception of the hybrid learning. The area of study has an impact on the components of the hybrid learning.

scholarly journals A Study on improving the quality of student's learning style by using vark instruments - special referene to Hotel Managment curriculum

2009 ◽  
Vol 4 (1) ◽  
pp. 99-108
Author(s):  
Souji Gopalakrishna Pillai
Keyword(s):  
Learning Styles ◽  
Student Satisfaction ◽  
Learning Style ◽  
Teaching Method ◽  
Learning Experience ◽  
Learning Activity ◽  
Hotel Management ◽  
Learning Context ◽  
Input Stimulus ◽  
Management Curriculum

One of the most serious challenges that educators face is improving the level of student satisfaction with the curriculum and learning environment.  A big question arises in the hotel management curriculum all the time is whether a particular teaching method would enhance student satisfaction. Learning outcomes are statements that specify what learners will know or be able to do as a result of learning activity or learning experience are usually expressed as knowledge, skills or attitudes.  According to Swanson(1995), learning styles are a particular set of behaviours and attitudes related to the learning context.  The VARK mode (visual, Aural, Red/Write and Kinaesthetic) was developed by Fleming(1987).  This model and complimentary identification  instruments classifies trainers by their preferred mode of interaction with students basd on input stimulus and output performances.

Use and measurement of social media for SMEs

2015 ◽  
Vol 22 (2) ◽  
pp. 273-287 ◽  
Author(s):  
Margaret McCann ◽  
Alexis Barlow
Keyword(s):  
Social Media ◽  
Economic Value ◽  
Content Type ◽  
Academic Literature ◽  
True Value ◽  
Current Thinking ◽  
The Social ◽  
Use Of Social Media ◽  
Media Applications ◽  
Goals And Objectives

Purpose – The purpose of this paper is to investigate why small- and medium-sized enterprises (SMEs) are using social media and how they should measure its return on investment (ROI). The measurement of economic value associated with the use of social media by business is discussed in order to construct a model designed for analysing the ROI of social media for SMEs. The importance of a planned entry into the social media arena, formulation of measurable goals and objectives and understanding the business process are presented as vital pre-cursors to measuring, and indeed attaining, ROI. Design/methodology/approach – A literature review was compiled to explore the current thinking that exists on business use and measurement of social media in mainstream academic literature and other business-oriented publications. Primary research in the form of a survey was conducted with SMEs to determine the usefulness of social media and how SMEs measure its ROI. Findings – SMEs find some social media applications more valuable than others but 65 per cent of the companies surveyed did not measure the ROI. An overarching framework, aimed at SMEs, is presented which advocates that SMEs should take a strategic focus and plan their use of social media, and draw insight from both quantitative and qualitative data when measuring ROI. Originality/value – Most existing research on social media is related to large organisations and tends to focus on technical and commercial use rather than examining the value and ROI gained from social media from an SME perspective. This paper offers a simple framework to help SMEs plan their use of social media as well as measure its true value.

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