A Study on "Self-search Writing" Teaching Method Using Enneagram in the College Subject of Liberal Arts: Focusing on the Riso & Hudson Theory

2018 ◽  
Vol 18 (19) ◽  
pp. 1041-1062
Author(s):  
Jong-Hwan Choi ◽  
Keyword(s):  
Liberal Arts ◽  
Teaching Method ◽  
College Subject

Presenting Controversial Issues in Applied Psychology through Debate-Style Peer Teaching

2005 ◽  
Vol 4 (2) ◽  
pp. 117-122
Author(s):  
Kevin Simpson
Keyword(s):  
Student Learning ◽  
Oral Presentation ◽  
Liberal Arts ◽  
Teaching Method ◽  
Peer Teaching ◽  
Controversial Issues ◽  
Applied Psychology ◽  
Simple Method ◽  
Teaching Activity ◽  
Research Findings

This article describes a simple method for presenting controversial issues in applied psychology that can be used in many liberal arts courses that introduce complex, and often contradictory, research findings. Evaluation of a debate-style, peer teaching activity occurred over separate semesters. Because students vary widely in their familiarity and facility with debate technique, I emphasised collaboration and the development of oral presentation skills rather than structured debate requirements, such as cross-examination and rebuttal, requisite to previously used debate methods. Student ratings of the effectiveness of this method were very favourable, although further research is required to elaborate the extent to which this peer teaching method directly influences student learning.

Evaluating Instructional Effects of Flipped Classroom in University

2018 ◽  
Vol 16 (1) ◽  
pp. 45-55 ◽  
Author(s):  
Wenlong Zhu ◽  
Wenjing Xie
Keyword(s):  
Liberal Arts ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Electronic Business ◽  
New Approach ◽  
Business Course ◽  
New Ideas ◽  
Instructional Effects ◽  
Liberal Arts Majors

Flipped classroom provides the new ideas and ways for the innovation of university pedagogical mode. Nowadays instructors may apply this new approach to liberal arts majors in university class in order to make up for the problems of low instructional effects in traditional teaching method. From the subjective and objective perspectives, this research analyzes experimentally the similarities and differences of instructional effects among traditional teaching method, semi-flipped classroom approach and full flipped classroom approach in electronic business course in university. The results show that two kinds of flipped classroom approaches can produce better instructional effects relative to traditional teaching method. Moreover, semi-flipped classroom approach is more suitable for liberal arts specialties in university compared to full flipped classroom approach. Lastly, flipped classroom approach only achieves its instructional effects after a period of time.

Collective Teaching Methods in Liberal Arts Education

2021 ◽  
pp. 74-79
Author(s):  
I. Sizyh
Keyword(s):  
Teaching Methods ◽  
Liberal Arts ◽  
Teaching Method ◽  
Self Esteem ◽  
Collective Learning ◽  
Psychological Climate ◽  
Study Group ◽  
Learning Method ◽  
Liberal Arts Education ◽  
The Social

The article analyzes the prospect of using collective teaching methods in higher education. The psychological component of the effectiveness of the collective teaching method is substantiated: conditions for the formation of positive self-esteem, improvement of the psychological climate of the study group; decrease in volitional tension during classes due to greater dynamism (complete absence of monotony due to a change in activities). creating a positive emotional background by meeting the social need for communication. The substantiation of the pedagogical effectiveness of the collective learning method is given by the fact that information is perceived immediately through the visual and auditory channel, systematized and refined, the period between the assimilation and use of information is minimal. In the course of clarifying the concept of collective learning, it is compared with group teaching methods. The choice of a collective teaching method is substantiated. A pedagogical experiment on the use of a collective teaching method is presented and its results are evaluated.

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