scholarly journals Promoting creative thinking for gifted students in undergraduate mathematics

2020 ◽  
Vol 5 (1) ◽  
pp. 13-25
Author(s):  
Parinya Sa Ngiamsunthorn
Keyword(s):  
Learning Style ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Gifted Students ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Programs ◽  
Learning Platform ◽  
Challenge Based Learning ◽  
Problem Solving Process

Gifted students need a form of special education through extracurricular and learning experiences because they have extraordinary potential in terms of intelligence, creativity, social and mentality, compared to other students. This study aims to investigate various teaching and learning approaches designed for gifted students, and to constitute appropriate techniques that enhance their creative thinking in mathematics. The participants of this study were first-year gifted students enrolled in fundamental mathematics courses towards their undergraduate engineering programs at a science and technology-based university in Thailand. This study discovered that an adequate use of challenge-based learning, problem solving process, project-based learning, well-designed questions and in-depth learning style in the classroom effectively fostered their insightful and creative thought. Moreover, an online tool such as Facebook could be used as a learning platform outside the classroom to engage them in online discussion and collaboration and to challenge their thinking. Ultimately, based on students’ feedbacks and evaluation, this study found that a combination of these techniques and methods built up a more comfortable and motivating atmosphere that helped them for creative thinking and corresponded to their needs and satisfaction.

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

scholarly journals PEDAGOGICAL RESEARCHES CONDUCTED AT UNIVERSITÉ DE SHERBROOKE

2013 ◽  
Author(s):  
Gérard Lachiver
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Computer Engineering ◽  
Faculty Involvement ◽  
Engineering Programs ◽  
Research Activities ◽  
One Year ◽  
Pedagogical Research ◽  
Teaching Learning

The USherbrooke Faculty of Engineering is recognized as a leader in innovation and research in engineering education. The Université de Sherbrooke was the second university in Canada to offer co-op programs for its students in 1966 and is now among the top 10 higher education institutions in North America for the significance of its co-op system. The faculty of engineering was the first in Canada to offer an undergraduate mechanical engineering program based on professional competencies with design as the ultimate competency integration activity - the backbone of the entire program. In 2001, we introduced completely redesigned electrical and computer engineering programs based on two complementary frameworks. The first one is a competency-based framework used to have a better alignment between teaching/learning activities, program objectives and competences development. The second one, called the learning framework, introduces a paradigm shift from passive to active learning methodologies with the deployment of problem and project based learning situations. Over the years, the faculty of engineering has developed many original approaches to both design of curriculum and faculty organisation. We also developed considerable expertise to improve teaching and learning especially integration of curriculum elements, the development of team skills and of a professional culture, the use of design projects extending over more than one year with links to industry, the use of portfolio to track competencies development, active learning environment such as problem and project-based learning and in utilising novel assessment techniques to improve learning. All these initiatives have been made possible by creating winning conditions to involve faculty members in pedagogical research activities and implementation methodologies. To do that we provided institutional financial support (faculty, university), encouragement, teaching load relief, recognition of faculty involvement in tenure and promotion, professional support for CEAB accreditation requirements, etc.

AN ANALYSIS OF 4C SKILLS IN TEACHING ENGLISH USING MOODLE AT IPB INTERNATIONAL

2021 ◽  
Vol 9 (2) ◽  
pp. 109-124
Author(s):  
I.M.D. Nalantha ◽  
N.N. Padmadewi ◽  
L.P. Artini
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Dominant Role ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Teaching English ◽  
Project Completion ◽  
Virtual Class ◽  
Class Meetings ◽  
Completion Process

This research was qualitative research that aimed to find out how educators inserted the value of 4C skills in teaching English using Moodle. This research was conducted at The Tourism and Business Institute where this institute was not only a vocational institution but also had a specific policy to involve these four skills in the teaching and learning process. In this study, the researchers found two English lecturers who were implementing 4C skills in teaching English. These two participants were interviewed and observed to obtain data before being discussed in this study. From the findings, it is known that lecturers enter the 4C values in various ways. First, the lecturer includes the value of critical thinking which is dominated by using problem-based learning methods where the lecturer gives several cases that must be solved by students. In creative thinking skills, lecturers use project-based learning which requires students to provide creative ideas in the project completion process. In collaboration skills, lecturers insert this value by using group or pair assignments where students have to work together on assignments. Finally, the lecturer inserts the value of communication in almost every meeting, starting from discussions in forums created in Moodle to making dominant role-play-based assignments. Problems faced by lecturers when learning English using Moodle include there must be compulsion for students to interact, the lack of student awareness, the need for extra lecturers' efforts to adapt to this online learning media, internet connection problems and the Moodle mobile application system that is not in sync with Moodle on the website. Lecturers hope that Moodle can have a virtual meeting feature that can create virtual class meetings so that lecturers can communicate with students in real time.

The Changing Knowledge Functions of University in the 21st Century: Implications for Learning and Teaching in Higher Education

2014 ◽  
Vol 3 (1) ◽  
pp. 7-29 ◽  
Author(s):  
Lee Wing On
Keyword(s):  
21St Century ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
University Education ◽  
University Teaching ◽  
Learning Approaches ◽  
Student Body ◽  
Skill Sets ◽  
Discovery Research ◽  
Changing Knowledge

AbstractThe learning discourse of the 21st century is characterized by the emergence of the knowledge economy, and the need for lifelong learning for learners to be able to adapt to the fast and ever changing economies of the society. This has created changing demands for the skill sets of the 21st century learners, such as the ability for critical and creative thinking, the ability for self-directed and collaborative learning, the ability to learn formally and informally, and the ability for both competition and cooperation, etc. The skill sets diverge from the almost single-faceted traditional emphasis on academic abilities, and the knowledge functions of the university is gradually changing. Knowledge creation is being regarded as possible not only by basic and discovery research, but also possible in the process of teaching, clinical practice and multi-disciplinary integration. Knowledge ownership is changing from the ivory tower research professors to combined expectations and ownership of the learners and stakeholders. The significance of knowledge is shifting from its simple significance in terms of discovery to being measured by its utilization and mobilization, and user’s satisfaction. All these have implications for learning, and university teaching is also changing from traditional research based learning modes towards practice and internship, the opportunity for experiential learning, and the opportunity of exchange among an increasingly diversified student body, developed through the agenda of internationalization. The purpose of this paper is to examine these changes and how the changes require our adjustment in our teaching and learning approaches, measurement, and expectations for learning outcomes in university education.

scholarly journals Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

2021 ◽  
Vol 1 (1) ◽  
pp. 59-69
Author(s):  
Dhiraj Shrestha ◽  
Satyendra Nath Lohani ◽  
Roshan Manjushree Adhikari
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Engineering Project ◽  
Science And Engineering ◽  
University Level ◽  
Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

scholarly journals The Use of Blended Learning Approach In EFL Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 1165-1168
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Information Communication ◽  
Face To Face ◽  
Component Integration ◽  
Learning Platform ◽  
Traditional Language

The 21ST century education is a revolution that encounters the use of ICT (Information Communication Technology) as a component tool of education aligned with the contexts of teaching and learning. It is widely used in every surface of education particularly in teaching and learning EFL (English as a Foreign Language). When it comes to EFL education, traditional language teaching methodologies are intensively substituted with the new technological-integrated approaches. Currently, blended learning is used as an applicable approach and EFL education is surrounded by its features. It has really restructured the educational context and has paved the way for effective EFL practices. In fact, blended learning cooperates EFL educators a variety of interactive language activities while it is double component, integration of face-to-face education and technology-generated approaches. Therefore, this article investigates the use of blended learning approach in EFL education and undertakes an in-depth review of literatures, practices, and authentic enhancements of blended learning in the context of EFL education. The study enriches creative ideas toward the use of blended learning approaches in EFL classrooms. It indicates that blended learning approach provides a flexible language learning platform, endorse academic achievements of the learners, and influences EFL education.

scholarly journals PROJECT-BASED LEARNING IN AN EFL SETTING – A CASE STUDY AT A UNIVERSITY IN VIETNAM

2021 ◽  
Vol 6 (38) ◽  
pp. 223-236
Author(s):  
Le Thi Chi Giao ◽  
Bich Dieu Nguyen
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Real Life ◽  
Language Instruction ◽  
Project Based Learning ◽  
Local Context ◽  
The University ◽  
Enhanced Learning

Teaching for enhanced learning experience has well-received great interest from many teachers and educators around the world. In the EFL setting, tremendous efforts have been recognized in taking students out of a conventional classroom to experience a new way of learning which stimulates interest and creative thinking, which improves communication and collaborative skills, and which exposes students to more meaningful real-life situations. Project-based learning (PBL) is an answer to this, and it has developed as an alternative to teaching a foreign language with a focus on enhanced learning experience and increased creative teambuilding and group skills through meaningful projects. This paper presents how PBL has been adopted at the University of Foreign Language Studies – the University of Danang (UFLS-UD). It revisits the significance of PBL, the structure of a PBL activity, and reports how PBL has been situated in the local context of teaching English to students majoring in English in Vietnam. The reflections reported here showcase the gains through the path of action research enacted by individual teachers who act as change agents or enablers of this innovative teaching and learning approach and whose efforts have been recognized by means of several adaptations made to bring real life and a sense of community into language instruction.

Building a Virtual Simulation Teaching and Learning Platform Towards Creative Thinking for Beijing Shahe Education Park

2021 ◽  
pp. 1218-1226
Author(s):  
Jinge Huang ◽  
Lin Gan ◽  
Ming Jiang ◽  
Qi Zhang ◽  
Guanshi Zhu ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Virtual Simulation ◽  
Learning Platform

scholarly journals Instructional Strategies to Support Creativity and Innovation in Education

2017 ◽  
Vol 6 (4) ◽  
pp. 201 ◽  
Author(s):  
Thapanee Seechaliao
Keyword(s):  
Problem Solving ◽  
Instructional Strategies ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Project Based Learning ◽  
Learning Problem ◽  
Design And Development ◽  
Innovative Teaching ◽  
Innovative Education

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three were in technology and innovational education, and the other three were in the design and development of innovative teaching. Research instruments used in this study were three sets of interview questions designed for those specialists in their own expertise. Collected data was analyzed and categorized into key issues and themes based on literature. The results were presented through the form of descriptive analysis. The findings revealed that instructional strategies which support the creation of creative and innovative education should focus on system approach. The instructional strategies usually based on design based learning, problem solving, creative problem solving, creative thinking, research based learning, problem based learning, project based learning, science, or innovative teaching process could lead to innovative education creatively. Teaching that involves practicalities should also be focused. These instructional strategies have common elements and processes: problems in the beginning, solutions findings, testing, and evaluation. Also, using a variety of stimulating ideas to find possible solutions to the problems facilitates brainstorming and helps learners think about new ideas. Results also showed that instructional strategies using questions, classroom discussion, self-directed study, inductive and deductive thinking, media or social media make students engage students in learning activities and create innovation in learning.

scholarly journals Toward the Use of Technology and 21st Century Teaching-learning Approaches: The Trend of Development in Malaysian Schools within the Context of Asia Pacific

2015 ◽  
Vol 10 (4) ◽  
pp. 72 ◽  
Author(s):  
Sani Alhaji Garba ◽  
Byabazaire Yusuf ◽  
Abdul Hamid Busthami
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Global Perspective ◽  
Pedagogical Practices ◽  
Asia Pacific ◽  
Research Approach ◽  
Learning Approaches ◽  
Internet Connectivity ◽  
Teaching Learning

ICT Infrastructure and internet connectivity in educational institutions provides learners and teachers the opportunity of adopting 21st century teaching-learning methods that promotes the development of 21st century skills. The availability of internet connectivity in particular provides the platform for a shift from the use of teacher-centered pedagogy (content-based learning) to learner-centered pedagogy (inquiry and project-based learning) that is more interactive and activity oriented. But are teachers utilizing these facilities to advantage? This study investigates the use of ICT and internet resources in relation to the use of 21st century technology-based teaching-learning approaches in Malaysia and Asia Pacific context from a global perspective. Qualitative research approach was used for data collection and analysis in the study. Findings from the study show a unique unexpected changing pattern in the use of computer and internet among school teachers; and new challenges associated with the integration of ICT and the use of 21st century approaches in classroom pedagogical practices were identified. As observed in the study, despite the facilities provided; the technological competence acquired by teachers; and, the increasing use of computer and internet by teachers; the approach to teaching and learning has not change as desired.

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