scholarly journals Teaching And Learning Outside The Box And The Soft-Side Of Teaching Model

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Leslie Leong
Keyword(s):  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Educational Institutions ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Effective Teacher ◽  
Traditional Teaching Methods ◽  
Outside The Box

Traditional teaching methods have been tested, examined and many have been published in a variety of disciplines. However, newer paradigms of teaching have evolved due to the availability of technology that is implemented in many educational institutions. Besides adopting technology as a means to teaching effectiveness, the ‘soft-side’ of teaching are apparent among the more educated and more knowledgeable learners. Teachers are transforming from a ‘figure-head’ to a ‘participant.’ This study discussed the newer technology to be utilized in the classrooms and proposed a ‘soft-side’ teaching model for the ‘new’ effective teacher in the 21st century. Teaching and learning outside the box are discussed.

scholarly journals Factors Influencing the Acceptance and Adoption of Online Learning in Response to the COVID-19 Pandemic

2021 ◽  
Vol 16 (6) ◽  
pp. 1-16
Author(s):  
Ahmed Al-Hunaiyyan ◽  
Rana Alhajri ◽  
Salah Al-Sharhan ◽  
Bareeq A. AlGhannam
Keyword(s):  
Online Learning ◽  
Teaching Methods ◽  
Learning Systems ◽  
Educational Institutions ◽  
Educational Systems ◽  
Traditional Teaching ◽  
Underdeveloped Countries ◽  
Integrated Technology ◽  
Traditional Teaching Methods ◽  
Acceptable Reliability

Educational systems worldwide have been forced into shifting to online learning during COVID-19 pandemic. This decision faced diverse challenges, especially in underdeveloped countries that still use traditional teaching methods, with minimal or no integrated technology, and no guidance in the literature. This study explores factors, challenges, and adaptation initiatives that might underlie the success and failure of abrupt shifting and accepting online learning systems. To explore the acceptance of online learning under these extreme circumstances, the reactions of Kuwait educational institutions to COVID-19 were collected and analyzed. A framework was utilized, and a questionnaire developed to enable quantitative analysis of these data. In total, 4,024 responses were gathered from instructors and students with acceptable reliability. Findings from the statistical analysis unveiled specific acceptance facts relevant to the crisis within its environment. This study establishes the utility of this framework for researchers to synthesize users’ acceptance of online learning systems.

An Evaluation of Technology Integration in Teaching Statistics

2012 ◽  
Vol 7 (2) ◽  
pp. 16-27
Author(s):  
Abdellatif Tchantchane ◽  
Pauline Fortes ◽  
Swapna Koshy
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Positive Perception ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Traditional Teaching Methods ◽  
Technology Intervention ◽  
The Subject ◽  
Overall Performance

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. A technology intervention was used to teach Foundation Statistics. This paper reports students’ performance relative to those taught statistics using traditional teaching methods. Failure rate was reduced from 34% with traditional teaching to only 14% with the inclusion of technology, and in order to measure students’ perception towards the integration of technology in the subject, a total of 144 students of 30 different nationalities were surveyed at the end of the semester before the final examination. The analysis of the survey highlighted the students’ positive perception independent of their overall performance. Overall, the survey expressed a significant result showing that the use of technology helped students to perform better.

Philosophical Guidelines for the Social Studies

2014 ◽  
pp. 53-70 ◽  
Author(s):  
Daniel W. Stuckart
Keyword(s):  
Social Studies ◽  
Teaching Methods ◽  
Human Activities ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Traditional Teaching ◽  
The Social ◽  
Traditional Teaching Methods ◽  
Philosophical Framework ◽  
Effective Use

The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.

scholarly journals THE DESIGN OF MIXED TEACHING MODE OF VOCATIONAL EDUCATION UNDER THE BACKGROUND OF INTERNET

2020 ◽  
Author(s):  
Nataliya Stoyanets ◽  
◽  
Hejun Zhao ◽  
Guohou Li ◽  
◽  
...  
Keyword(s):  
Vocational Education ◽  
Teaching Methods ◽  
Evaluation Method ◽  
Course Evaluation ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Distance Teaching ◽  
Teaching Mode ◽  
Teaching Goals ◽  
Traditional Teaching Methods

This article objectively analyzes the main problems of distance education in vocational education under the current Internet background, and gives solutions to these main problems. By setting teaching goals scientifically and reasonably, adopting a mixed teaching model, designing a perfect teaching process and formulating a scientific course evaluation method, Internet distance teaching will achieve better teaching effects to make up for the shortcomings of traditional teaching methods.

scholarly journals Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

2021 ◽  
Vol 11 (10) ◽  
pp. 579
Author(s):  
Ruchira Gangahagedara ◽  
Muditha Karunarathna ◽  
Wasantha Athukorala ◽  
Shyamantha Subasinghe ◽  
Prabath Ekanayake
Keyword(s):  
Sri Lanka ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Traditional Teaching ◽  
Distant Learning ◽  
Traditional Teaching Methods ◽  
Peripheral Areas ◽  
Teaching Learning

Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

The Interteaching Approach

2019 ◽  
pp. 264-286
Author(s):  
Joanne S. Jones
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Peer Learning ◽  
Peer To Peer ◽  
Traditional Teaching ◽  
Traditional Teaching Methods

Interteaching is a pedagogical technique designed to increase student engagement and facilitate peer-to-peer learning. Studies of interteaching have largely supported the efficacy of this approach with regard to academic performance and student satisfaction. In this chapter, the literature evaluating the effectiveness of interteaching is reviewed, and a study of the incorporation of interteaching into an associate-level course within the author's institution is described. Outcomes of the interteaching course are compared with those from the same course in a previous quarter utilizing more traditional teaching methods. The chapter concludes with practical suggestions for the application of interteaching within the classroom and in distance learning. Recommendations for the incorporation of digital teaching and learning applications to augment this pedagogical style are also provided.

scholarly journals Learning the Koto

2013 ◽  
pp. 18-48 ◽  
Author(s):  
Patrick Halliwell
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Minor Importance ◽  
Traditional Teaching ◽  
Traditional Methods ◽  
Traditional Teaching Methods ◽  
Methods Of Learning

This paper examines traditionally-oriented teaching and learning processes in Japanese koto music. Earlier evaluations (negative and positive) by Western scholars are introduced, together with a brief comparison to Western practices. A distinction is made between "inside" and "outside" students; the former have greater exposure to music and speech about music, and teaching methods also may differ. Traditional methods of learning through imitation are shown to have other musical goals besides the transmission of musical "text." Playing together is fundamental; teachers may use speech, shôga (oral representation of instrumental sound), or purely musical means to convey information to the student. Notation, often used nowadays, is nevertheless of relatively minor importance. The dominant values underlying traditional teaching methods are expressed through the phrase "if you can steal it, that's OK." Finally, concepts of "text" and "interpretation" are considered in relation to values concerning change in traditional koto music.

scholarly journals INNOVATIVE TEACHING METHODS IN HIGHER EDUCATION

2020 ◽  
Author(s):  
Shobhana Puranik
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Interactive Teaching ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

21st Century is the age of cataclysmic change and creativity. India needs educated man power in huge numbers. Traditional teaching learning methodology is outdated and best methods are to be identified to improve the required skills of the teachers and students. There exists a strong need to change pedagogy from fact-based traditional lecturing to interactive teaching with the aim of fostering durable and employability skills. To address this problem, innovation in teaching and learning has become essential. Adoption of various methods and strategies as mentioned in the paper will help in getting the desired outcome. The present paper describes innovative teaching methods being adopted by higher educational institutes in the country.

Learning Management System Use to Increase Mathematics Knowledge and Skills in Puerto Rico

2017 ◽  
Vol 13 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Angel M. Ojeda-Castro ◽  
Philip Murray-Finley ◽  
José Sánchez-Villafañe
Keyword(s):  
Puerto Rico ◽  
Teaching Methods ◽  
Management System ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
First Year ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
First Year University ◽  
Experimental Group

The purpose of this study was to compare the results of a mathematics comprehensive exam of two first-year university mathematics groups in Puerto Rico and measure the benefits and effectiveness of a learning management system (LMS) in math teaching and learning. The experimental group engaged in the use of a LMS and traditional teaching methods, while the control group was only engaged in traditional teaching methods. The population of the study was comprised of 579 first-year university students. The control groups included 287 participants, and the experimental group included 292 participants. The experimental group entered the university with significantly less mathematical knowledge (18% or less), and as such, had to learn more content (55% more). The learning outcomes of both courses expected students to acquire mathematical knowledge. The study revealed that the students who engaged in the use of the LMS in their teaching and learning methods, obtained significantly greater achievement of mathematical knowledge than the students who soley received traditional instruction.

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