scholarly journals MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

2016 ◽  
Vol 4 (4) ◽  
pp. 473 ◽  
Author(s):  
Kyria R. Finardi ◽  
Nádia Silveira ◽  
Sebastião Lima ◽  
Ana Rachel Mendes
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Learning Approach ◽  
Digital Society ◽  
English Teaching ◽  
Inverted Classroom ◽  
Content Learning ◽  
Teaching Learning ◽  
Blended Course ◽  
Development Of Students

<p><em>The current digital society requires new approaches to the teaching of English as an Additional Language (EAL). This paper aims at proposing a combination of current blended approaches for the teaching of EAL. It describes a set of activities for an EAL blended course by adopting a Content and Language Integrated Learning approach (CLIL) through an Inverted Classroom approach (IC), alias Inverted CLIL (Finardi, 2015) with the use of a MOOC. It is believed that the integration of a MOOC through an Inverted CLIL approach to EAL may lead to meaningful language and content learning. In addition, it may contribute to the development of students’ autonomy, critical thinking and communication skills.</em></p>

scholarly journals PENGARUH PENDEKATAN PEMBELAJARAN AIR (AUDITORY INTELLECTUALLY REPETITION ) DENGAN METODEDEMONSTRASI TERHADAP KEMAMPUAN BERKOMUNIKASI DAN KEMAMPUAN BERPIKIR KRITIS SISWA

2016 ◽  
Vol 4 (2) ◽  
pp. 62
Author(s):  
Merry Ariska ◽  
Muhammad Fuaddunazmi ◽  
Habibi Habibi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Experimental Research ◽  
Control Group ◽  
Learning Approach ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Analysis Technique ◽  
Thinking Ability

This research aims to know the existence effect of AIR (Auditory Intellectually Repetition) learning approach with the demonstration method toward the communication and critical thinking ability. This research includes the experimental research (pretest-postest only control group design) with a populations that are all of students grade VII SMPN 8 Taliwang with number of students 40 peoples, sample of this research there are two class, where class of VII A as a experimental class and class VII B as a control  class. Analysis technique used t-test, ttest  for critical thinking abilities 3,64 greater than ttabelis 2,15, communication skills obtained tvalue(3,33)  thantTabel(2,15). Cause the value ttest is greater than ttabel then Ho is unaccepted and Ha accepted, this means the use of AIR learning approach with the method of demonstration has effects on improvement of communication and critical thinking ability in class of VII SMPN 8 Taliwang.

scholarly journals Teaching Accounting and Management through Business Simulation

2014 ◽  
pp. 33-47
Author(s):  
Paulino L. Silva ◽  
J. Freitas Santos ◽  
Isabel Vieira
Keyword(s):  
Learning Environments ◽  
Communication Skills ◽  
Group Work ◽  
Interpersonal Skills ◽  
Past Research ◽  
Learning Approach ◽  
Project Implementation ◽  
Business Simulation ◽  
Generic Competencies ◽  
Teaching Learning

Everyday accounting and management teachers face the challenge of creating learning environments that motivate students. This chapter describes the Business Simulation (BS) experience that has taken place at the Polytechnic Institute of Porto, Institute of Accounting and Administration (IPP/ISCAP). The chapter presents students' perceptions about the course and the teaching/learning approach. The results show that pedagogical methods used (competency-oriented), generic competencies (cooperation and group work), and interpersonal skills (organisational and communication skills) are relevant for future accounting professionals. In addition, positive remarks and possible constraints based on observation, staff meetings, and past research are reported. The chapter concludes with some recommendations from the project implementation.

scholarly journals Team-based learning in Physical therapy undergraduate course: experiment report

2019 ◽  
Vol 32 ◽  
Author(s):  
Juleimar Soares Coelho de Amorim ◽  
Bruno Costa Poltronieri ◽  
Aline Moreira Ribeiro ◽  
Alcindo Antônio Ferla
Keyword(s):  
Critical Thinking ◽  
Physical Therapy ◽  
Active Learning ◽  
Communication Skills ◽  
Teaching Method ◽  
Collaborative Practice ◽  
Traditional Teaching ◽  
Content Learning ◽  
Team Based Learning ◽  
Positive Results

Abstract Introduction: Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice. However, they are still unknown by most professors teaching in Physical therapy courses. Objective: To present the report of an experiment based on the application of the Team-Based Learning (TBL) method, in the Physical therapy undergraduate course. Method: This is a report of an experiment comparing traditional teaching and TBL with 61 students in the Physical therapy course. A comparison was performed between means, medians, approval ratio and satisfaction of the students who experienced the active methodology. Results: The results showed that the final average of the summative evaluations of the TBL group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points). The proportion of approved students was not statistically different between the groups, 92.0% and 88.6%, respectively (p = 0.478). Conclusion: The overall satisfaction was that the method, although tiresome, according to the students, favored a greater understanding of the content and motivation to study. The study presents innovative results regarding the application of the team-based teaching method to the Physical therapy course.

scholarly journals Teaching Accounting and Management Through Business Simulation

2018 ◽  
pp. 424-439
Author(s):  
Paulino L. Silva ◽  
J. Freitas Santos ◽  
Isabel Vieira
Keyword(s):  
Learning Environments ◽  
Communication Skills ◽  
Group Work ◽  
Interpersonal Skills ◽  
Past Research ◽  
Learning Approach ◽  
Project Implementation ◽  
Business Simulation ◽  
Generic Competencies ◽  
Teaching Learning

Everyday accounting and management teachers face the challenge of creating learning environments that motivate students. This chapter describes the Business Simulation (BS) experience that has taken place at the Polytechnic Institute of Porto, Institute of Accounting and Administration (IPP/ISCAP). The chapter presents students' perceptions about the course and the teaching/learning approach. The results show that pedagogical methods used (competency-oriented), generic competencies (cooperation and group work), and interpersonal skills (organisational and communication skills) are relevant for future accounting professionals. In addition, positive remarks and possible constraints based on observation, staff meetings, and past research are reported. The chapter concludes with some recommendations from the project implementation.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

Sign in / Sign up

Export Citation Format

Share Document