RELEVANCE OF TEACHING METHODS IN VOGUE IN ANCIENT INDIA IN CURRENT EDUCATIONAL SCENARIO:PEDAGOGICAL REMINISCENCES APROPOS VEDIC AND BUDDHIST PERIOD

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Rajeev Kaushal
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Education Programme ◽  
Paradigm Shifts ◽  
Ancient India ◽  
Current Scenario ◽  
Teaching Learning ◽  
Remote Past

The process of teaching and learning encompasses the Teacher and the Learners as its indispensable elements, in which the former imparts knowledge, attitudes, values, interests and skills to the latter by means of communication which is put to effect by way of what is known as Teaching method. The teacher by way of his or her own behavior (teaching) brings about desirable change (s) in the behavior of pupils (learning) according to some pre-determined objectives formulated as per the curriculum designed. Alternatively it can be said that this change is brought about by different methods of teaching. Suffice it to say, Teaching methods are the sine qua non of teaching-learning process. It is not that the teaching methods have been in use recently or since remote past but these have been in vogue since the dawn of education in this mundane world. However the methods kept gradually evolving over the period of time the manifestations of which are evident in the form of paradigm shifts in Pedagogy in the current scenario. Alternatively, the destination (modification of behavior) is the same but the journey has been made different. The present paper throws light on the different teaching methods prevalent in Ancient India besides highlighting the relevance of those very methods in the current educational scenario and giving valuable suggestions pertaining to the use of same in pre-service and in-service education programme.

scholarly journals Print-Based Learning Media

2020 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Emanuel Mayembe ◽  
Shemme Nsabata
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Student Characteristics ◽  
Learning Objectives ◽  
Climate Conditions ◽  
Development Characteristic ◽  
Media Learning

The purpose of this paper is to identify about the print-based media learning. The paper discusses about the development, characteristic, types and the advantages disadvantages of the print based media learning. In a teaching and learning process, two very important elements are teaching methods and learning media. These two aspects are interrelated. The choice of a particular teaching method will affect the appropriate type of learning media, although there are various other aspects that must be considered in choosing learning media, including learning objectives, types of tasks and responses expected by students and student characteristics. Even so, it can be said that one of the main functions of learning media is as a teaching aid that influences the climate, conditions, and learning environment that are organized and created by the teacher.

scholarly journals The Use of Visualization in Teaching and Learning Process for Developing Critical Thinking of Students

2017 ◽  
Vol 9 (1) ◽  
pp. 71
Author(s):  
Kyvete Shatri ◽  
Kastriot Buza
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Critical Approach ◽  
Overall Performance ◽  
Teaching Learning ◽  
Positive Effect

Many researches has been conducted for the need to increase critical thinking of students (in (different fields, (also many researches has been done on the importance and the role of critical thinking for students achievements. In this context this requires a critical approach. To achieve this should be used effective teaching methods that develop critical thinking and also facilitate and enhance the learning of students and their performance in general, making them able to solving problems in their fields. A visualization approach increase communication, increase critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate visualization for the purpose of examining its role in developing critical thinking. In order to achieve this it was made an experiment for the use of visualization and from this experimentation are extracted the results of the effect of using the visualization for the aspect of developing and increasing critical thinking. The results which are taken from this research highlight the positive effect that the use of visualization in teaching and learning process has in developing the critical thinking of students and their overall performance. The results also shows that the visualization motivates students to learn, making them more cooperative and developing their skills for critical approach. Keywords: visualization, critical thinking, teaching, learning, student performance

scholarly journals Interactive teaching in medical education: Experiences and barriers

2021 ◽  
Vol 0 ◽  
pp. 1-5
Author(s):  
Anjana Verma ◽  
Ashish Patyal ◽  
Jitendra Kumar Meena ◽  
Medha Mathur ◽  
Navgeet Mathur
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Successful Implementation ◽  
Interactive Teaching ◽  
Interactive Lectures ◽  
Teaching Learning ◽  
Learning Principles

An interactive teaching method is a form of learning and communicative activity, which focuses on students’ needs and allows them to actively participate in the learning process. With the introduction of competency based medical education (CBME), new teaching methods have been introduced to ensure the attainment of competencies by medical graduates. Research shows that interactive activity in class is an effective teaching learning method. There are many studies which have reported that students prefer interactive lectures based on active learning principles. Despite this, it has been found that many students do not engage with active learning exercise, which is probably due to the reason that among students, there is an already established culture of teaching and learning. The interactive lectures need to be designed after exploring student expectations, feedback, and experiences. Faculty members too have their own skepticism about the use of innovative methods in their teaching. These challenges need to be addressed for successful implementation of CBME based curriculum in medical education. With this review, we present the experiences about the use of interactive teaching methods in the field of medical education and also point out various barriers and challenges on the path of its execution.

scholarly journals THE FORCASTING POWER OF TASK-BASED LANGUAGE TEACHING AND SELF-EFFICACY ON STUDENTS' SPEAKING PERFORMANCE

2020 ◽  
Vol 8 (4) ◽  
pp. 412
Author(s):  
Dedi Sumarsono ◽  
Muliani Muliani ◽  
Abdul Kadir Bagis
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Speaking Test ◽  
Speaking Skill ◽  
Multifactor Analysis ◽  
Speaking Performance

This paper is aimed at finding out whether or not: (1) the students who were taught with Task-Based Language Teaching (TBLT) have better speaking performance than those who do not; (2) the students having high self-efficacy have better speaking skill than those having low self-efficacy; and (3) there is an interaction between teaching methods and self-efficacy on students' speaking performance. The research was conducted at SMAN 8 Mataram. Each class was divided into two groups (the students having high (32 students) and low self-efficacy (30 students). The techniques used to collect the data were speaking test and self-efficacy questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 through SPSS 21 software. The finding shows that Task-Based Language Teaching (TBLT) improved the students' speaking performance as this method focused on giving the students task to be discussed during the teaching and learning process. Their self-efficacy also influenced students' speaking performance. The higher the students' self-efficacy, the better speaking skill could be performed. However, the study's finding didn't suggest that TBLT is more effective in enhancing students' speaking performance for the students having high or low self-efficacy as there is no interaction between the teaching method and self-efficacy on the students' speaking performance.

scholarly journals Perception of Teacher on Cooperative Learning

2018 ◽  
Vol 150 ◽  
pp. 05068 ◽  
Author(s):  
Nur Salimah Alias ◽  
Huzili Hussin ◽  
Junainor Hassan ◽  
Nor Syamimi Mohamed Adnan ◽  
Mohamad Hashim Othman ◽  
...  
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Aids ◽  
Process Learning ◽  
The Government ◽  
Audio Video

The participation of students in the process of learning is one of the keys to ensure effective learning outcomes either in terms of knowledge or skill. However, teacher-centred teaching methods which have been practiced in this country after so long avert students to fully engage in the learning process especially in a classroom. Various attempts have been made by the government to emphasize student’s development in term of communication, creativity and innovation through the of process learning in class. It requires school to implement student-centred teaching methods such as cooperative learning. Cooperative learning is a teaching method that requires teachers not only interacts with the students but also with other teaching aids such as audio, video and computer. Therefore, this study was conducted to identify teachers' perception on the implementation of cooperative learning in the teaching and learning process in class. 25 teachers were selected as respondents. Mixed methods were used in this study, where the instrument of questionnaires and interviews were used to collect the data. Quantitative data analysis was made using descriptive statistics of frequency, mean and percentage. While, qualitative data analysis was based on the recommendations of the Miles & Huberman (1994). The findings showed teachers have a positive attitude toward cooperative learning and they are ready and feel confident to practice it. However, the constraints are classroom control, time and limited teaching aids

A Qur’anic Methodology for Integrating Knowledge and Education

2016 ◽  
Vol 32 (2) ◽  
pp. 1-30
Author(s):  
Sidek Bin Baba ◽  
Mohamad Johdi Salleh ◽  
Tareq M Zayed ◽  
Ridwan Harris
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching Methods ◽  
School Students ◽  
Types Of Knowledge ◽  
Teaching Learning ◽  
Teacher Centered ◽  
Integrated Knowledge

Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

scholarly journals Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes

2017 ◽  
Vol 6 (4) ◽  
pp. 354 ◽  
Author(s):  
Seyyed Heshmatollah Mortazavizadeh ◽  
Mohammad Reza Nili ◽  
Ahmad Reza Nasr Isfahani ◽  
Mohammad Hassani
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Lived Experiences ◽  
Local Community ◽  
Sampling Technique ◽  
Learning Activities ◽  
Learning Materials ◽  
Statistical Population ◽  
Phenomenological Studies ◽  
Teaching Learning

This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

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