The Art of Anatomy: Engaging Student Creativity in Undergraduate Anatomy Courses

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

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Teaching Ethics In The Financial Planning Curriculum: A Case Study

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v4i3.2644 ◽

2011 ◽

Vol 4 (3) ◽

Author(s):

Rosilyn H. Overton

Keyword(s):

Financial Planning ◽

Teaching Method ◽

Ethical Standards ◽

Student Interest ◽

Teaching Ethics ◽

Font Size ◽

Planning Program ◽

Engaging Student

A financial planning program should inform about ethical regulations and inspire students to internalize ethical standards so they become trustworthy. This case study discusses one teaching method for engaging student interest.

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Clickers, Best Uses and Benefits

10.26686/wgtn.16992700 ◽

2021 ◽

Author(s):

◽

Renato Herrera Hernández

Keyword(s):

First Trimester ◽

Student Response ◽

Student Response System ◽

Student Response Systems ◽

Response System ◽

Large Size ◽

Quality Of Teaching ◽

Response Systems ◽

Engaging Student

This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.

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Engaging Student Ownership of Musical Ideas

10.1093/oxfordhb/9780195394733.013.0017 ◽

2012 ◽

Cited By ~ 1

Author(s):

Harold Fiske

Keyword(s):

Student Ownership ◽

Engaging Student

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Maintaining a Socially Just Classroom

Advances in Psychology, Mental Health, and Behavioral Studies - Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes ◽

10.4018/978-1-5225-7582-5.ch011 ◽

2019 ◽

pp. 196-211 ◽

Cited By ~ 1

Author(s):

Jose W. Lalas ◽

Joanna Linda Lalas

Keyword(s):

Social Justice ◽

Student Engagement ◽

Cultural Capital ◽

Ethical Decision Making ◽

Funds Of Knowledge ◽

Research Literature ◽

Sociocultural Factors ◽

Related Research ◽

Situated Perspective ◽

Engaging Student

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

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