scholarly journals Teaching with Case Study Method in Tertiary Education: A Solution for Addressing the Theory - Practice Gap

2020 ◽  
Author(s):  
Nguyen Thi Huong
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Tertiary Education ◽  
Real Life ◽  
Theory And Practice ◽  
Viable Solution ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Case Study Teaching

Vietnamese higher education has been so far complained as  being theory – oriented and there still exists a large gap between training and employment. Adopting experiential teaching and learning methods, including case study, should be a solution. The paper reviews the concept of case study teaching method, its purposes, techniques and procedures. The paper also presents a real-life example of case study teaching method that has been applied in tertiary education overseas. The appropriate application of case study teaching method as well as developing database of case studies in Vietnamese universities will be arguably a viable solution to improve education quality and to bridge the gap between theory and practice

Ideological and Political Education Linear Regression Theory

2014 ◽  
Vol 989-994 ◽  
pp. 2220-2222
Author(s):  
Meng Zhang
Keyword(s):  
Linear Regression ◽  
Teaching Method ◽  
Linear Regression Analysis ◽  
Theory And Practice ◽  
Ideological And Political Education ◽  
Political Education ◽  
Case Study Teaching ◽  
Education Courses ◽  
Regression Theory

The paper presents a valid and efficient method to teach ideological and political education courses in linear regression analysis. It includes theory and practice parts, where interactive learning methodologies are created. It adopts case-study teaching, since this teaching method effectively integrates theoretical teaching and practical teaching. The lectures should be not an exhaustive review of regression methodology, but they should focus on how the regression models derived. Moreover, the teacher should pay more attention to the theoretical aspects of models rather than to their implementation using software. Students work in teams of three or four on a problem presented by teachers and choose relevant software to carry out their own projects. Feedback from students indicates that this method of teaching improves students' class attendance and greatly increases their interest in learning.

scholarly journals EXPERIENCE OF IMITATION METHODS IN TEACHING PEDIATRIC DENTISTRY

2019 ◽  
Vol 19 (2) ◽  
pp. 202-206
Author(s):  
Y.V. Oktysiuk ◽  
O.V. Atamanchuk
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Human Life ◽  
Real Life ◽  
Pediatric Dentistry ◽  
Interactive Methods ◽  
Global Changes ◽  
Learning Approaches ◽  
Development Education

Global changes in all spheres of human life require medical education to form students' conscious attitude towards their own lives, mental and physical development, education, and further medical career. Practical classes are a type of teaching within a variety of teaching and learning approaches providing the close interaction and cooperation between the students and tutors and posing real-life tasks. It is at practical classes when the tutors or mentors can and should conduct a controlled evolving of concepts and development of skills. Making a collective decision and discussing clinical problems is one of the forms of interactive education that enables future doctors to learn how to express their thoughts correctly, how to clearly substantiate decisions. Unlike the traditional classes, this form gives the students an opportunity to check up themselves, to make decisions based on the main principles of the diagnosis and treatment of various nosological forms. The article presents an experience of fostering professional competencies in the 5th year students of the Faculty of Dentistry by applying a case study, an interactive teaching method (case-study method) during the course of paediatric therapeutic dentistry at the Department of Paediatric Dentistry, Ivano-Frankivsk National Medical University. This technique contributes to strengthening the generation of students’ knowledge and its shaping through independent activities and collective discussion; it also boosts students’ intellectual skills, creating and critical thinking. As for the tutors and mentors, this type of teaching form is an effective way to get feedback and contributes to the ability to effectively correct the ways to shape knowledge, and to organize consultancy assistance to students. The combination of interactive methods and other methods of knowledge, skills and competence building and the active independent work of students, the creation of the system and algorithm for implementing these methods, perfect mastery of their mentors and partnership, mutual respect between the teachers and students is a guarantee of the training of a highly competent specialist.

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

scholarly journals The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 86-94
Author(s):  
Dwi Ide Rahayu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Formal Education ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Real Life ◽  
Descriptive Case Study ◽  
Affective Filter ◽  
Formal Institution

The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in  Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2)  Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education

Case Study as a Teaching Method in Marketing

2018 ◽  
pp. 1402-1421
Author(s):  
Marcin Awdziej
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Teaching Method ◽  
Business Environment ◽  
Marketing Practice ◽  
Web Based ◽  
Marketing Education ◽  
Case Writing ◽  
Case Study Teaching

The traditional published case studies have been successfully used in marketing education for decades. However, recent changes in marketing practice, prompted by disruptive changes in the marketplace, highlight their shortcomings as an educational instrument. To remain relevant and deliver the desired learning outcomes, new or modified approaches to case-study teaching might be necessary. This chapter is structured as follows: first, the changes in business environment and their impact on marketing education is discussed. Second, the advantages and shortcomings of the traditional published case study as an educational instrument in marketing are presented. Third, new approaches to case study are critically evaluated. These are live case, participative case writing, and web-based cases.

Using the Interaction-Combinations Integration Model to Explore Real-Life Learning in User-Created Virtual Worlds

2011 ◽  
pp. 47-61 ◽  
Author(s):  
David M. Antonacci ◽  
Nellie Modaress ◽  
Edward Lee Lamoureux ◽  
David Thomas ◽  
Timothy Allen
Keyword(s):  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Case Study Method ◽  
Integration Model

User-created virtual worlds are emerging technologies with rapidly growing acceptance in education. Of the various reported educational uses of these virtual worlds, the focus of this chapter is on virtual worlds for constructivist learning activities, because this use has application to many real-life courses and has the potential to transform teaching and learning. To assist educators with recognizing and understanding virtual world learning activities, Antonacci & Modaress (2005, 2008) developed the Interaction-Combinations Integration model. However, this model has not been studied in actual virtual-world learning practice. Using a case study method, this chapter examines the usefulness of this model to organize and describe actual virtual world learning activities, provides additional learning activity examples, and describes what was needed to implement and conduct these learning activities.

The Interplay between Theory and Practice in HRD

2016 ◽  
pp. 47-65 ◽  
Author(s):  
Matthew W. Gosney
Keyword(s):  
Critical Thinking ◽  
Historical Context ◽  
Core Competency ◽  
Theory And Practice ◽  
Careful Evaluation ◽  
Compelling Reason ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Modern Era

While few would argue that a tension exists between HRD theoreticians and practitioners, few models explain why such tension exists. Leveraging Gosney's Model of Modern Era Theory & Practice Generation in HRD (Gosney, 2014; Gosney & Hughes, 2015), a careful evaluation of current HRD context and informing philosophy reveals compelling reason for the theory-practice gap. In reviewing both the current historical context, capitalism, and the predominant informing philosophy, pragmatism, both theoreticians and practitioners are better equipped to understand and ameliorate the divide. The chapter concludes with specific recommendations to the discipline, including a more robust exploration by theoreticians of pragmatism as an informing philosophy in HRD and the adoption of critical thinking as a core competency in practitioners.

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