scholarly journals Innovative methods of Teaching and Learning

2018 ◽  
Vol 3 (S1) ◽  
pp. 20 ◽  
Author(s):  
P.C. Naga Subramani ◽  
V. Iyappan
Keyword(s):  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Role Playing ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Face To Face ◽  
Innovative Methods ◽  
Use Of Technology ◽  
Technological Advances ◽  
The Face

Advance pedagogy is the way to enhance teaching and learning performance. Different innovative teaching methods are now in use across the globe. Hybrid teaching includes e - learning in addition to the face to face teaching. Use of technology and multimedia is described in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology is discussed. The application of innovative teaching and learning methods is critical if we are to motivate and engender a spirit of learning as well as enthusiasm on the part of students, The role of education is to ensure that while academic staffs do teach, what is taught should also be intelligible to students emanating from culturally and linguistically diverse backgrounds and that they rapidly become familiar with the expected standards. It is more often than not the case that students underachieve because of the fact that they have not grasped an awareness of the level of assessment or what it is that the lecturer expects from them. Lecturers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing as possible and that the methodology they adopt is conducive to learning. Innovative teaching and learning methodologies such as short lecture, simulation, role-playing, portfolio development and problem-based learning (PBL) are very useful in addressing the rapid technological advances and developing workplaces that will be required in the foreseeable future.

scholarly journals Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

scholarly journals DIREITO À EDUCAÇÃO E ESTRATÉGIAS INOVADORAS PARA UMA APRENDIZAGEM ATIVA: ANÁLISE SOCIAL A PARTIR DE PODCAST

2021 ◽  
Vol 4 (4) ◽  
pp. 01-08
Author(s):  
Raquel Rosan Christino Gitahy ◽  
Glaucia Aparecida Rosa Cintra ◽  
Leticia Rodrigues Biassoti ◽  
Luis Henrique Ramos Alves
Keyword(s):  
Teaching And Learning ◽  
Access To Education ◽  
Right To Education ◽  
Face To Face ◽  
Physical Isolation ◽  
Use Of Technology ◽  
Teachers And Students ◽  
The Face ◽  
Teachers And Parents ◽  
The Moment

This article aims to demonstrate the ability of teachers and parents to adapt to changes -resilience, as well as to analyze the reactions of those involved in the teaching and learning process in time of COVID 19. In order to achieve the proposed objective, several Podcasts were analyzed. report how parents and teachers are making themselves flexible in the face of remote classes to overcome the difficulties of the moment and enable education to occur in this context of a pandemic. 2020 will be remembered as a year of several changes in contemporary society. The SARS-COV 2 pandemic has infected thousands of people in Brazil and the world, with physical isolation being the best form of prevention against contagion, causing transformations in various sectors of society, including education, which had to “give up” the face-to-face teaching initiating remote education to guarantee the fundamental right to education. Through bibliographic research and documentary research, the latter based on Podcasts, it was found that for years the greatest use of technology has been discussed as an instrument that facilitates learning. During remote classes, teachers and students intensified their use of cell phones -WhatsApp and applications, notebooks, internet and a virtuallearning environment to enable access to education.

scholarly journals A practical representation of NFT pedagogy in a learning environment

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Active Teaching ◽  
Innovative Methods ◽  
Theoretical Perspectives ◽  
Educational Processes ◽  
Teachers And Students

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

Teaching English for Academic Purposes Through the Use of Digital Tools

2018 ◽  
pp. 1602-1634
Author(s):  
Tal Levy ◽  
Leslie J. Cohen
Keyword(s):  
Teaching And Learning ◽  
Development Program ◽  
English For Academic Purposes ◽  
Virtual Learning Environment ◽  
Teaching English ◽  
Online Programs ◽  
Face To Face ◽  
Use Of Technology ◽  
Academic Center ◽  
Digital Development

This chapter discusses an ongoing seven-year Digital Development Program (DDP) which has trained and encouraged English for Academic Purposes (EAP) instructors to teach digitally. As leaders of an EAP team at Ruppin Academic Center, and as proponents of the idea that mindful use of technology enhances both teaching and learning, we adopted the Technology, Pedagogy, and Content Knowledge model known as TPACK (Koehler & Mishra, 2008), as our guiding. We used Moodle as the virtual learning environment (VLE) platform for our program. In our attempt to achieve as paperless and digital a classroom as possible, we continue to introduce numerous online programs and activities via our VLE. The purpose of this chapter is to describe the transition from face-to-face English and content teaching to blended and flipped learning at our institution. Feedback has been positive. We also offer suggestions to other institutions which may be seeking to make similar changes. The appendix lists the websites, resources, software, and applications, which are mostly free or open source.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

Classcraft as a Resource to Implement Gamification in English-Medium Instruction

2022 ◽  
pp. 1033-1049
Author(s):  
Irene Rivera-Trigueros ◽  
Maria del Mar Sánchez-Pérez
Keyword(s):  
Higher Education ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Native Language ◽  
Role Playing ◽  
Teaching Resources ◽  
Innovative Teaching ◽  
English Medium Instruction

The exponential growth of English-medium instruction (EMI) programs in higher education has driven to the search for new and innovative teaching resources and techniques to facilitate the teaching and learning of disciplinary content matter through a non-native language. During the last years, gamification has emerged as a great tool when it comes to foster students' motivation and, consequently, favour their learning. There are numerous ways of introducing gamification in the classroom and a high number of resources and tools available for teachers to design and implement gamification proposals. One of these tools is Classcraft, an online role-playing platform that allows the teacher to turn the classroom into a real role-playing scenario. This chapter will explore the benefits of including gamification—and more specifically Classcraft—for EMI in higher education. Exhaustive guidelines are described in order to serve as a base for EMI lecturers to implement gamification in their courses.

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