scholarly journals The Feedback From Students on Offline Teaching, Online Teaching, and Blended Teaching of the "Contact Lenses" Course in Tianjin, China

2021 ◽  
Author(s):  
Hongmei ZHANG ◽  
Ying ZHU ◽  
Lin LIU ◽  
Weiping LIN ◽  
Tianpu GU ◽  
...  
Keyword(s):  
Academic Performance ◽  
Teaching Methods ◽  
Contact Time ◽  
Online Teaching ◽  
Contact Lenses ◽  
Teaching Method ◽  
Teaching Online ◽  
Offline Learning ◽  
Practice Time ◽  
Blended Teaching

Abstract Background: To determine the effect of the three teaching methods on the learning of contact lenses and provide recommendations to improve Contact Lenses teaching in optometric education.Methods: The survey was conducted at Tianjin Medical University with the students' evaluations of educational quality (SEEQ) questionnaire with a five-point Likert scale over 2 weeks in June 2021. It is for optometry students whose contact lenses were taught by any of three methods: 92 students enrolled in 2017 at Dagang campus performed online learning, 60 students enrolled in 2017 at Qixiangtai campus performed offline learning, and 100 students enrolled in 2018 at Dagang campus performed blended learning: both online and offline; A total of 252 students were invited to participate in this study. Descriptive statistics were performed to analyze SEEQ items. ANOVA was used to determine significant differences among different teaching methods.Results: 221 valid questionnaires were collected, with a response rate of 87.70% (221/252). Among them, 87(39.37%) were male, and 134(60.63%) were female. Offline teaching students had longer contact time with the faculty than online teaching and blended teaching (p<0.05). No statistically significant differences in sex or academic performance were found among 3 different teaching methods (p=0.33, p=0.91, respectively). There were 18.10% (40/221) of students who suggested increasing experiment and practice time.Conclusion: The traditional offline teaching method had a stable teaching effect. Students had more contact time with faculty than students taught by online and blended teaching. Online teaching and blended teaching worked as well as offline learning. The effectiveness was not be influenced by gender and academic performance.

scholarly journals THE CONE OF EXPERIENCE IN TEACHING MATHEMATICS SYNCHRONOUSLY AND ASYNCHRONOUSLY

InterConf ◽  
2021 ◽  
pp. 218-226
Author(s):  
Diana Bîclea
Keyword(s):  
Information Processing ◽  
Teaching Methods ◽  
Online Teaching ◽  
Digital Tools ◽  
Teaching Mathematics ◽  
Learning Approaches ◽  
School Subject ◽  
Teaching Online ◽  
Teaching Tools

Teaching online is a new challenge for every single teacher. Mathematics in particular remains the school subject that requires special teaching tools. This article describes Edgar Dale’s «Cone of experience» and Bruner’s learning approaches for synchronous and asynchronous teaching in Mathematics. It also describes the most important tools that can be used for online teaching in a combination of both formats, asynchronous and synchronous. These teaching methods are described not only in terms of digital tools, but also in terms of Jerome Bruner’s theories on information processing.

scholarly journals Refection on the development of online physical education during the epidemic

2020 ◽  
Vol 9 (6) ◽  
pp. 219
Author(s):  
Yonggang Zhang
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Current Status ◽  
Teaching Online ◽  
Teaching Principles ◽  
Teaching Characteristics ◽  
And Control

In the past few months, the sudden outbreak of new coronary pneumonia disrupted our normal study and life. However, in order not to affect the progress of students’ learning, various schools have carried out online education and carried out non-stop teaching. Online teaching has become the norm in recent months. This teaching method has caught teachers, students, and parents a little bit off guard. However, as time goes by, everyone is becoming more and more familiar with this method. There are still some problems in teaching. This article analyzes the teaching characteristics of online physical education during the prevention and control of the new coronavirus epidemic, as well as the teaching principles of online physical education and the current status of online physical education. The online teaching strategy puts forward several aspects and directions for online physical education to be improved in the future.

scholarly journals cExploration of the Online Teaching Method of English Production and Education Integration Based on Big Data

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Pinyi Li ◽  
Meng Li
Keyword(s):  
Economic Development ◽  
Big Data ◽  
Student Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching Method ◽  
Entire Study ◽  
English Teaching ◽  
Learning Efficiency ◽  
Improve Student Learning

In the context of my country’s sustained economic development, big data has also been developed to a certain extent, and has now become an issue of great concern to all industries. In the field of education, English is a very important subject. It carries out the entire study life of students. In order to cultivate English professionals, broaden students’ horizons, and achieve integration of production and education, it is necessary to draw lessons from big data. As a basis, online teaching methods are implemented in the process of English teaching to improve student learning efficiency and better realize the integration of production and education. Based on this, this article analyzes the online teaching of English production and education integration based on big data, hoping to provide a certain degree of reference for the research of latecomers.

scholarly journals Tennis Online Teaching Information Platform Based on Android Mobile Intelligent Terminal

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Qingyu Wang
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching Method ◽  
Smart Devices ◽  
Smart Device ◽  
Control Group ◽  
Traditional Teaching ◽  
Information Platform ◽  
Intelligent Terminal ◽  
Teaching Information

With the development of the information age, there is almost one mobile smart device based on android, which is inseparable from mobile smart devices in both learning and life. In order to explore the effects of mobile smart devices on tennis teaching, this article mainly introduces the research on the tennis online teaching information platform based on android mobile smart terminals. This article first uses the android system framework and software architecture to design the technical aspects of the tennis online teaching information platform and then analyzes and improves the functional and nonfunctional requirements of the tennis online teaching information platform and students’ needs for mobile learning. For the design of aspects other than the technology of the online teaching information platform, the control group and the experimental group were designed to carry out teaching experiments, comparing the traditional teaching methods and the teaching methods of the online teaching information platform to bring out different teaching effects to tennis teaching. The results show that online teaching has a better learning effect on tennis skills and tennis theory knowledge, and the academic performance of the traditional teaching method is improved by 20%. In terms of increasing interest in tennis courses, the online teaching information platform has improved 70% of students’ interest.

scholarly journals The Application and Countermeasure Analysis of the Blending Teaching Mode of Ideological and Political Courses

2020 ◽  
Vol 9 (6) ◽  
pp. 157
Author(s):  
Yafeng Zhao
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Development Trend ◽  
Traditional Education ◽  
Colleges And Universities ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
The Development Trend ◽  
Blended Teaching

Blending teaching mode is a teaching method that combines online teaching with offline teaching. It realizes the complementary advantages of online teaching and traditional teaching. The blending teaching method of ideological and political courses is conducive to improving the quality of teaching and will be the development trend of the reform of ideological and political courses in colleges and universities. This article elaborates on the advantages of ideological and political courses blended teaching, and analyzes the specific application countermeasures of ideological and political courses blended teaching mode, in order to help educators change the traditional education concept, promote the implementation of the blended teaching mode of ideological and political courses in colleges and universities, and improve the effectiveness of politics teaching.

scholarly journals IMPLEMENTATION OF PEER TEACHING METHOD TO REDUCE COMPETENCE GAP OF VOCATIONAL STUDENTS

2018 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Aris Eko Wibowo ◽  
Endri Triwiyono
Keyword(s):  
Graduate Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Method ◽  
Learning Experience ◽  
Peer Teaching ◽  
Learning Activities ◽  
School Graduate ◽  
Study Program ◽  
Practice Time

This study aims to describe the implementation, obstacles and benefits of peer teaching methods in machining practice frais course. The method was a descriptive qualitative. The population comprised of semester 1 students of Study Program of Mechanical Engineering Education Faculty of Engineering UNY. Data were collected by observation and interview. Data analysis used interactive model. The results show that this implementation works well with several benefits and obstacles. Benefits: 1) Improving discussion habits and exchanging knowledge to improve learning activities. 2) Provide an active learning experience. 3) Accelerate machining frais competence for high school graduate students. 4) Strengthening machining frais competence for vocational graduate students. 5) Improving students' enthusiasm, teamwork and confidence to do frais work. Obstacles: 1) introductory theory explanation was less conducive because students are listening while standing. 2) WPS discussion during the learning process reduces the practice time allocation. 3) Some students did not use glasses as a safety tool.

Inter-University Collaboration for Online Teaching Innovation: An Emerging Model

2012 ◽  
Vol 26 (4) ◽  
pp. 321-343 ◽  
Author(s):  
Nerlich Andrea Perkins ◽  
L. Soldner James ◽  
J. Millington Michael
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching Method ◽  
Collaborative Teaching ◽  
Online Instructors ◽  
Teaching Innovation ◽  
Student Teams ◽  
Collaborative Education ◽  
Blended Online Learning ◽  
University Settings

Distance education is constantly evolving and improving. To stay current, effective online instructors must utilize the most innovative, evidence-based teaching methods available to promote student learning and satisfaction in their courses. One emerging teaching method, referred to as blended online learning (BOL), involves collaborative education across multiple university settings. In this article, we describe an inter-university educational collaboration designed to connect students from various academic institutions using the BOL teaching method. The article begins with an overview of the theoretical framework that informs the BOL method, followed by an overview of the method and its key components. Benefits of this collaborative learning effort to students, educators, universities, and the profession are also provided. The article culminates with implications for using the BOL method with rehabilitation educators, including collaborative teaching tips for working in educator and student teams.

scholarly journals Creating Effective Teaching and Learning in the Classroom through Problem Based Teaching Method (PBTM): Guidance for Accounting Teachers in the Developing Countries

2021 ◽  
pp. 103-112
Author(s):  
Jacinta Ifeoma Obidile
Keyword(s):  
Academic Performance ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Research Study ◽  
Teaching Method ◽  
Knowledge Retention ◽  
Student Centered ◽  
Effective Teaching And Learning

Problem-based teaching method (PBTM), which is one of the student-centered teaching methods, has been found by scholars as an effective teaching method that enhances students’ academic performance and knowledge retention in the teaching and learning of several subjects, including accounting. But, no known study has simplified PBTM processes for use in the classrooms in the teaching and learning of accounting. This seems to have made its application in the teaching and learning of accounting at tertiary and basic/postbasic levels difficult. This study, therefore, has simplified the Problem-based teaching method (PBTM) for use in the teaching and learning of accounting at basic/postbasic and tertiary levels in the education sector in Nigeria. This research study was considered because of the environment where the teaching and learning of accounting usually take place in the nation. The study anchors on Social learning theory, which states that, as learners actively participate in the classroom work through problem-solving, advancement in knowledge occurs. The study concludes that accounting could be taught effectively at any education level in Nigeria using this simplified PBTM to enhance students’ academic performance and knowledge retention.

scholarly journals Online and Blended Teaching Readiness Assessment (OBTRA)

2021 ◽  
Vol 6 ◽  
Author(s):  
Ryan Los ◽  
Amy De Jaeger ◽  
Brenda M. Stoesz
Keyword(s):  
Postsecondary Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Readiness Assessment ◽  
Teaching Online ◽  
Academic Units ◽  
Communication Pedagogy ◽  
Additional Support ◽  
First Time ◽  
Blended Teaching

The rapid shift to online teaching and learning in postsecondary education during COVID-19 forced institutions to provide additional support and resources to instructors, especially those who were teaching online for the first time. The Online and Blended Teaching Readiness Assessment (OBTRA) was designed to assess the perceptions and competencies of instructors undertaking the move to online teaching to identify strengths and limitations. The present study identified the underlying factor structure and evidence of construct validity of the OBTRA for a sample of 223 postsecondary instructors (data collected from November 2019 to January 2020). An exploratory factor analysis revealed 5 factors that were interpreted as Technology, Engagement and Communication, Pedagogy, Perceptions of Teaching Online, and Organization. OBTRA scores were also found to be positively correlated with scores obtained from measures of instructional practices and teacher efficacy. The next steps in the development of the OBTRA are to examine how it can be used to enable academic units to provide the most appropriate support and resources aligned with instructor needs and to guide instructors to the initial steps required for successful transition to online teaching.

scholarly journals Bioscience learning in nursing: a cross-sectional survey of beginning nursing students in Norway

BMC Nursing ◽  
2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Aud Emelie Evensen ◽  
Hildfrid Vikkelsmoe Brataas ◽  
Guanglin Cui
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Independent Study ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Anatomy And Physiology ◽  
Descriptive Survey

Abstract Background Taking bioscience courses such as anatomy and physiology (A&P) is important for the development of nursing competence, but learning such subjects is also a challenge for many students. Nursing students’ motivation, academic performance and exposure to different teaching methods may influence the learning process. Methods A descriptive survey was conducted with first-year nursing students at a university in Central Norway to explore their motivations, academic performance, and responses to various teaching methods used in an A&P course. Results The study provided insight into nursing students motivation, academic performance, and responses to various teaching approaches. 57 students participated in the survey and 91 % of them passed the course. The majority (61.4%) reported that classroom lecture was the most efficient and appreciated teaching method. Independent study was significantly associated with higher A&P exam grades (p-value < 0.05). Conclusion The survey suggests a need for further research about the quality, and presentation of anatomy and physiology units.

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