Active Learning Based on Manual Skills for Students in Mechatronics Course

2015 ◽  
Vol 19 (2) ◽  
pp. 307-311 ◽  
Author(s):  
Liang Xiao ◽  
◽  
Jie Zhang ◽  
Jinhua She ◽  
Shumei Chen ◽  
...  
Keyword(s):  
Active Learning ◽  
Knowledge Transfer ◽  
Teaching Methods ◽  
Conventional Teaching ◽  
Manual Skills

There is a growing trend at universities to switch from conventional teaching methods, which focus on knowledge transfer, to methods based on the concept of active learning. Many such methods have been devised and tested to show the validity of this concept. In this study, a project was designed and implemented that teaches some simple principles of aeronautics by having students construct and fly a remote-controlled (RC) model airplane. The goals are to motivate students to study mechatronics and to foster teamwork and communication. This paper explains the project. Its effectiveness was demonstrated in three trials with three groups of students.

scholarly journals Evaluation and intervention of students’ laboratory performance in chemistry graduating classes; Wachemo University, Ethiopia

2017 ◽  
Vol 3 (7) ◽  
pp. 203
Author(s):  
Hadush Gebrehiwot
Keyword(s):  
Experimental Data ◽  
Active Learning ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Teaching Methods ◽  
Total Sample ◽  
Laboratory Courses ◽  
Conventional Teaching ◽  
Practical Performance ◽  
Almost All

<p class="abstract"><strong>Background:</strong> The laboratory courses offer students the opportunity to gain manipulative skills, observational skills, and the ability to plan experiments and to interpret experimental data. The laboratory can be an excellent environment for active learning. It has long been considered useful to develop conceptual understanding, but some recent courses have been developed that rely heavily on laboratory experience, in contrast to conventional teaching methods, for the development of conceptual understanding of sciences. The primary purpose of this study was to assess laboratory perceptive of the graduating class students’ of the department of chemistry and to engage them as active learners.</p><p class="abstract"><strong>Methods:</strong> A total sample containing 20 students consisting of 14 males and 6 females were selected for the study. Four experiments were given to randomly selected participants in the respective strata and students were evaluated on the basis of different parameters.  </p><p class="abstract"><strong>Results:</strong> The findings of this research showed that almost all the sample students fail to correlate their theoretical accumulation with the practical performance.</p><p><strong>Conclusions:</strong> So, severe works should be made on the various issues concerning the laboratory to be a unique learning environment to create well skilled students. </p>

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses

2016 ◽  
Vol 43 (5) ◽  
pp. 601-614 ◽  
Author(s):  
Danica Dolničar ◽  
Bojana Boh Podgornik ◽  
Tomaž Bartol
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Teaching Methods ◽  
Assessment Tool ◽  
Project Based Learning ◽  
Learning Groups ◽  
University Courses ◽  
Post Test ◽  
Student Information ◽  
Searching Skills

Three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students’ mental skills according to the Bloom’s cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups of PjBL and PBL scored significantly better than the LBL group. The most notable positive difference was observed in students’ effective access to information related to database searching skills, in the intellectual property/ethics issues and in the cognitive category of comprehension. The PjBL and PBL post-test results did not differ significantly, indicating that both active learning methods resulted in similar improvements of students’ IL.

Applying problem-based learning to otolaryngology teaching

2010 ◽  
Vol 125 (2) ◽  
pp. 117-120 ◽  
Author(s):  
K A Abou-Elhamd ◽  
U M Rashad ◽  
A I Al-Sultan
Keyword(s):  
Teaching Methods ◽  
Clinical Teaching ◽  
Problem Based Learning ◽  
Teaching Experience ◽  
First Century ◽  
Small Group Teaching ◽  
Learning Techniques ◽  
Conventional Teaching ◽  
Practice Problem ◽  
Examination Techniques

AbstractObjectives:Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods.Methods:We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week).Conclusion:From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

scholarly journals A comparative study of interactive and conventional teaching methods in pharmacology for better clinical application

2019 ◽  
Vol 8 (10) ◽  
pp. 2309
Author(s):  
Veena Rani Vemuri ◽  
Sangita Sukumaran
Keyword(s):  
Teaching Methods ◽  
Descriptive Analysis ◽  
Interactive Teaching ◽  
Medical College ◽  
Validated Questionnaire ◽  
Conventional Teaching ◽  
Post Test ◽  
The Difference ◽  
Lecture Session ◽  
Interactive Lecture

Background: Pharmacology forms the basis of practice of medicine yet most students perceive it as a difficult subject. It is necessary that a student gains knowledge and retains the gained knowledge for better application in the future. But the method employed now is more passive with less emphasis on clinical application.Methods: The study population was the second year MBBS students of Terna Medical College, Navi Mumbai. The students were randomly divided into two groups; a didactic and an interactive lecture session were conducted on two days. A pre validated questionnaire, pre-test and post-test were employed in the study. The data of pre and post-test were analysed using paired t-test and descriptive analysis for the questionnaire.Results: The difference in short term learning outcomes between both the didactic and interactive lecture sessions was not statistically significant (p=0.53). The students showed a positive reaction to interactive sessions. 70 (95.89%) agreed that interactive sessions has increased their understanding of the topic better. 70 (95.89%) students responded that interactive teaching has increased their ability to apply knowledge therapeutically.Conclusions: In the present study it was observed that though there was not much statistically significant improvement in the immediate understanding, the perception of students towards interactive teaching methods is good.

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 Helping learners with dyslexia read in English

2015 ◽  
Vol 1 (1) ◽  
pp. 63-71
Author(s):  
Blagovesta Troeva
Keyword(s):  
Teaching Methods ◽  
Verbal Memory ◽  
Learning Difficulty ◽  
Teaching Of Reading ◽  
Conventional Teaching ◽  
Comprehension Skills ◽  
Sequential Instruction ◽  
Learning Reinforcement ◽  
Language Environment ◽  
Specific Learning

Dyslexia is a specific learning difficulty which resists conventional teaching methods. The phonological deficit hypothesis of dyslexia determines the present day focus on phonics targeting the primary area of difficulties experienced by learners with dyslexia – decoding. Phonological instruction, however, needs to be accompanied by the development of comprehension skills and presented within a rich language environment. Verbal memory and processing difficulties, typically associated with dyslexia, as well as other frequently co-occurring disorders require the adoption of a number of additional strategies for the teaching of reading to learners with dyslexia. The paper identifies a number of them: multi-sensory approaches, systematic (structured, cumulative and sequential) instruction, over-learning, reinforcement and metacognition. It recognizes the need of time, task and materials differentiation. The choice of particular teaching methods should take into account both the learner’s weaknesses and strengths. Such individually adapted teaching makes the successful inclusion of learners with dyslexia possible in the mainstream classroom.

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