scholarly journals Subject-Object of the Educational Process in the Realities of Contemporaneity, or IP Aliases → ∞

2018 ◽  
pp. 7-30 ◽  
Author(s):  
Tigran Marinosyan
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Ad Hoc ◽  
Educational Process ◽  
Traditional Teaching ◽  
Scientific Instruments ◽  
Traditional Teaching Methods ◽  
New Type ◽  
The Subject ◽  
The Relationship

The educational doctrine of The Great Didactic as one of the “grand narratives” (J.-F. Lyotard) suffered its complete setback as a result of events that took place in Paris in 1968. Students stopped believing in the correctness of the entrenched education system with its goals and ideals, and from the inside they “blew up” the “walls” of universities, which continued to follow the traditional teaching methods and content of the learning process. According to the author of this study, the ideological explosion inside the society in the form of a revolutionary riot of students of the Parisian universities in May 1968, who protested against the existing education system as a whole and against the current structure of the relationship between the actors of the educational process, served as a symbolic and actual end of the didactic era of John Amos Comenius and as a beginning of a new poststructuralist didactics. It is important to note that the destruction of the boundaries of the traditional educational space, which led to the emergence of a new type of university, was precisely due to the forces within the classroom curriculum. Today pedagogy is unable autonomously, through its own theories and scientific instruments to determine whom to teach because the student from the subject turns into a subject+, virtually migrating in the cyber-educational space through all sorts of gadgets, which form the prosthetic skeleton of the modern learners - schoolchildren, students. The trajectory of child’s education should not be rigidly determined by curricula and programmes. Teaching in the school should be organized by a teacher on the principle of “ad hoc.”

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

A Vibration Monitoring/Fault Diagnosis Simulation Package

1995 ◽  
Vol 23 (2) ◽  
pp. 103-111
Author(s):  
I. A. Craighead
Keyword(s):  
Fault Diagnosis ◽  
Teaching Methods ◽  
Analytical Techniques ◽  
Vibration Monitoring ◽  
Traditional Teaching ◽  
Significant Extent ◽  
Traditional Teaching Methods ◽  
The Subject ◽  
Simulation Package ◽  
Real Plant

The subject of condition monitoring is becoming increasingly popular on engineering courses. One of the principal techniques used to assess the condition of plant and machinery is vibration monitoring. Traditional teaching methods can adequately present the analytical techniques to students and case studies illustrate their application but the art of diagnosing faults in machinery is usually not addressed to any significant extent. To overcome this deficiency a ‘game’ has been devised which gives students the opportunity to apply aspects of vibration monitoring to a simulated piece of real plant.

An Evaluation of Technology Integration in Teaching Statistics

2012 ◽  
Vol 7 (2) ◽  
pp. 16-27
Author(s):  
Abdellatif Tchantchane ◽  
Pauline Fortes ◽  
Swapna Koshy
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Positive Perception ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Traditional Teaching Methods ◽  
Technology Intervention ◽  
The Subject ◽  
Overall Performance

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. A technology intervention was used to teach Foundation Statistics. This paper reports students’ performance relative to those taught statistics using traditional teaching methods. Failure rate was reduced from 34% with traditional teaching to only 14% with the inclusion of technology, and in order to measure students’ perception towards the integration of technology in the subject, a total of 144 students of 30 different nationalities were surveyed at the end of the semester before the final examination. The analysis of the survey highlighted the students’ positive perception independent of their overall performance. Overall, the survey expressed a significant result showing that the use of technology helped students to perform better.

scholarly journals Game as a method for increasing the efficiency of legal thinking

2020 ◽  
Vol 6 (3) ◽  
pp. 87-97
Author(s):  
Iya I. Osvetimskaya
Keyword(s):  
Teaching Methods ◽  
Creative Thinking ◽  
Point Of View ◽  
Traditional Teaching ◽  
Creative Development ◽  
Educational Crisis ◽  
Traditional Teaching Methods ◽  
Methodological Tool ◽  
New Type ◽  
Legal Thinking

The present paper has as its object the investigation of the methodological basis for improving the effectiveness of legal thinking in game. The place of legal thinking is defined as a constitutive component of law and as a way of constructing legal reality. This paper identifies the problem of the need to improve the efficiency of legal thinking, proposes criteria for effective legal thinking (competitiveness, creativity, productivity, risk-orientation, proactivity, speed) and justifies why the game is the main methodological tool to increase the effectiveness of legal thinking. This paper focuses on the intersubjective context of the game, on the game methodological designs features, on the peculiarities of the game in the context of globalization. The problem of the educational crisis is designated primarily as a methodological crisis associated with the application of traditional teaching methods to the generation that requires new creative teaching methods. It is substantiated that the game from a methodological point of view allows to reorient the teaching of the discipline from the preferential appropriation of knowledge by students to their predominantly creative development and use. Unlike traditional teaching methods, the game helps not to accumulate and organize knowledge, but to generate it. Thanks to the game, a new type of thinking is being formed creative thinking.

scholarly journals Strategies To Make Remote Learning More Engaging

2021 ◽  
Vol 58 (1) ◽  
pp. 759-765
Author(s):  
Umida Khaydarova, Sultankulov Gayrat
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching Methods ◽  
Communication Technologies ◽  
Modern Technology ◽  
Educational Process ◽  
Interactive Methods ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Information And Communication

The introduction of modern information and communication technologies in the educational process, in addition to traditional teaching methods, has led to the transition to a new form of teaching - distance learning. Methods of distance learning and interactive methods are given. Recommendations are given to bring the education system in this direction, taking into account modern technology.

Distance learning during Covid-19 pandemic in Iran

DIALOGO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 129-136
Author(s):  
Beata Pietkiewicz-Pareek
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Teaching Methods ◽  
Comprehensive Analysis ◽  
The Internet ◽  
Traditional Teaching ◽  
Educational Methods ◽  
Telephone Interviews ◽  
Traditional Teaching Methods ◽  
The Impact

The article highlights the impact of the COVID-19 pandemic on Iranian schools. Education in Iran has relied heavily on traditional teaching methods. In a country such as Iran, affected by economic sanctions and wars, in addition to experiencing one of the world’s largest outbreaks of the coronavirus, the impact of the pandemic Covid-19 on its education system has been significant. Because of this, the education system has reorganized the popular traditional teaching and didactics methods by favoring distance learning work. The article is based on the comprehensive analysis of distance learning educational methods during the COVID-19 pandemic period using the online available documents, articles, and reports posted on the Internet and telephone interviews with Iranian teachers from March 2020 to August 2021.

scholarly journals Student Perception Regarding the Utility of Information Technology as a Facilitator of Learning in Medical Education

2021 ◽  
Author(s):  
Vatsala Khurana ◽  
Rashmi Verma ◽  
Binita Goswami ◽  
Vikas Malhotra
Keyword(s):  
Information Technology ◽  
Medical Education ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Educational Process ◽  
First Year ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Traditional Teaching Methods ◽  
E Learning

Introduction: Information Technology (IT) has influenced all fields including healthcare and Medical Education (ME). The present generation of students have grown up in an IT enriched atmosphere and are comfortable with most IT tools and gadgets. Aim: To understand the perception of first year MBBS students regarding role of IT in ME. Materials and Methods: A cross-sectional, questionnaire based study was carried out on 250 first year MBBS students from August 1st, 2019 to August 31st, 2019 over a period of one month. A questionnaire containing three sections was administered to the students before the starting of IT module in foundation year. The responses to the items of the questionnaire were assessed on the basis of the student responses on the likert scale. Results: The study revealed that students acknowledged the utility of IT for academic purposes and were primed for its inclusion as an essential component of the medical curriculum. The students conceded to browsing internet on their computers and smartphones for social media handles. However, when it came to teaching methods, students were not comfortable with the idea of replacing traditional teaching methods with e-learning. Also, students were more comfortable in reading hard copies instead of e-books. Conclusion: It was concluded that there is a need to amalgamate the traditional teaching methods with the innovative e-learning platforms in such a way that they become mutually inclusive and facilitate the learning process. Also, ME practices need to be continuously re-evaluated to make the educational process more effective for learners, teachers and for the society in general.

scholarly journals УМНОЕ ОБРАЗОВАНИЕ - ДЛЯ УМНЫХ ГОРОДОВ

2021 ◽  
pp. 281-287
Author(s):  
E.Kh. Yusupov
Keyword(s):  
Teacher Collaboration ◽  
Teaching Methods ◽  
Digital Technologies ◽  
Educational Process ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Smart Education ◽  
Smart Boards ◽  
Labor Resources ◽  
Smart Technologies

Background. In the twentieth century, various technologies were introduced in education, but not all technologies were successful in the educational process. Typically, all past technologies were teacher-centered, they were tools designed to work in conjunction with traditional teaching methods, and did not attract new generations of learners rapidly moving up the digital adoption curve. And now, in the 21st century, the development of an intelligent educational system presupposes a more successful application of digital technologies. To do this, educators must turn to innovation based on student-teacher collaboration. The article is written about the need to use smart technologies in the educational process. Methods. The methods of pedagogical observation, comparative analysis, study of documents, stratification was used in the preparation of the article. Results. The article discusses the use of smart technology tools as smart boards, sensor tables and others. Conclusion. In conclusion, thoughts are given about the need to change the educational environment itself, not just to increase the volume of education of labor resources, to qualitatively change the content of education itself, its methods, tools and environments, as well as a general transition to SMART education.

scholarly journals Modern aspects of the implementation of interactive technologies in a multidisciplinary university

2020 ◽  
Vol 164 ◽  
pp. 12011 ◽  
Author(s):  
Maria Odinokaya ◽  
Antonina Andreeva ◽  
Olga Mikhailova ◽  
Mikhail Petrov ◽  
Nikolai Pyatnitsky
Keyword(s):  
Process Planning ◽  
Teaching Methods ◽  
Educational Institution ◽  
Effective Interaction ◽  
Educational Process ◽  
Traditional Teaching ◽  
Joint Work ◽  
Interactive Technologies ◽  
Traditional Teaching Methods ◽  
Characteristic Features

The article discusses modern aspects of the implementation of interactive technologies in a multidisciplinary university. The characteristic features of interactive technologies are described, the feasibility of their use in the educational process is substantiated. Particular attention is paid to the consideration of the didactic potential of interactive technologies in a higher educational institution. The importance of interactive technologies in comparison with traditional teaching methods is discussed, which allows organizing effective interaction of all participants in the educational process, planning joint work, correctly allocating resources, and providing the necessary tools for solving educational problems. In conclusion, it is determined that interactive technologies contain great potential for their application in the educational process of a multidisciplinary university, which requires further study, including the development of software and methodological support.

The Usefulness of Virtual Reality Head Set in Basic Surgical Skills Education of Medical Students

2021 ◽  
Author(s):  
Sofianna Ojala ◽  
Henrik Nuutinen ◽  
Joonas Sirola ◽  
Timo Nykopp ◽  
Heikki Kröger
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Teaching Methods ◽  
Surgical Skills ◽  
Perceived Usefulness ◽  
Added Value ◽  
Traditional Teaching ◽  
Average Rating ◽  
Traditional Teaching Methods ◽  
The Subject

Abstract BackgroundThe aim of this study was to investigate the usefulness of a Virtual Reality (VR) head set in teaching basic surgical skills. MethodsTwenty-six (26) fourth-year medical students from the University of Eastern Finland participated in a voluntary exercise. Students practiced basic surgical procedure exercises using VR4HEALTHCARE in VR with OCULUS Rift S glasses. Twelve (12) students performed the exercises under the guidance of a teacher and fourteen (14) without the teacher present. After the exercise, the groups filled out a feedback form including questions about the self-perceived usefulness of the training. Statistical analysis was performed using IBM SPSS Statistics 25.0 software, using the Mann-Whitney U test. ResultsThe most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0-10 (0 = worst, 10 = best). When the teacher was present, on average the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8 and when teacher was not present students’ average rating was 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also included specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. ConclusionsThis study showed that new technology requires proper initial introduction and guidance, especially when the subject being taught is new to the student. The student should also have adequate knowledge of the subject to be taught before VR training. This research also shows, that in the virtual world, it is possible to teach things that may not be possible to teach effectively with traditional teaching methods. However, VR exercises should not replace high-quality traditional teaching methods.

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