Modern teaching methods in action in statistical classes

2021 ◽  
pp. 1-21
Author(s):  
Peter Kovacs ◽  
Eva Kuruczleki ◽  
Klara Kazar ◽  
Lilla Liptak ◽  
Tamas Racz
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Statistical Data ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Real Life ◽  
Modern Technology ◽  
Project Based Learning ◽  
Life Problems ◽  
Applicable Knowledge

To act as a responsible member of a democratic society, everybody needs statistical literacy and practical knowledge on how to use statistical data, visualization, and methods. In the case of professions that use or produce statistical data the correct use of statistics and statistical thinking are also important. Practice and knowledge applicable in real life are also needed. To reach these requirements, using real-life problems, modern technologies (digital solutions, online tools) and up-to-date teaching methods tailored to the target audiences is crucial. Several papers show that the use of real problems, technology and modern teaching methods are more efficient than the traditional frontal teaching method. In this study, we describe some new teaching methods, for instance problem-based learning, project-based learning, thinking-based learning, flipped classroom, gamification, new technological devices. We also discuss the combination of different methods and modern technology in action in the field of Statistics. The paper shares our developments, experiences, and lessons we learnt from classes. One of our main results is the idea that the use of modern teaching approaches leads to more practical and applicable knowledge; however, their success also depends on both the educators’ and the students’ time expenditure and attitude.

scholarly journals Teaching With Technology, Learning by Design

2020 ◽  
Vol 6 (12) ◽  
pp. 438-441
Author(s):  
I. Mammadova
Keyword(s):  
Teaching Method ◽  
Real Life ◽  
Modern Technology ◽  
Teaching Profession ◽  
Ministry Of Education ◽  
Teaching With Technology ◽  
Learning By Design ◽  
Technology Learning ◽  
Life Problems ◽  
The Mind

I decided to write this article after attending a three-week workshop on “Teaching Technology, learning by Design” organized by the Ministry of Education and the Ministry of Foreign Affairs of Malaysia. Basically, taking a look at the above topic throws up quite a number of conflicting and complex thoughts in the mind of the average teacher but considering what evolution has come into the teaching profession in recent, modern times, it is only expedient to look deeply into the subject. Technology as it were, does not literarily suggest the mere use of a Computer or a certain computer program just for the benefit of using a modern, pedagogical teaching method but a goal-driven, well-measured ideology to achieve specific results that go far beyond the four walls of the classroom. The concept of Teaching with Technology Learning by Design is a well-defined idea meant to dissect and treat real-life problems in the classroom and offer possible solutions to such problems with the use of modern technology which creates a near-real life learning and development experience not only for the students involved but also the tutors.

scholarly journals Identifying the Characteristics of Virtual Reality Gamification for Complex Educational Topics

2021 ◽  
Vol 5 (9) ◽  
pp. 53
Author(s):  
Jannat Falah ◽  
Mohammad Wedyan ◽  
Salsabeel F. M. Alfalah ◽  
Muhannad Abu-Tarboush ◽  
Ahmad Al-Jakheem ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Real Life ◽  
Molecular Structures ◽  
Preliminary Evaluation ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Class Environment

Multidisciplinary topics in education pose a major challenge for traditional learning and teaching methods. Such topics can deter students from selecting particular courses or hinder their study progress. This study focused on the subject of medicinal chemistry, which is a discipline combining medicine and chemistry. This combination of applied and basic science creates a complex field of education that is challenging to both teach and learn. Chemical and pharmacological principles are typically presented in 2D molecular structures and, recently, 3D molecular models have been utilized to improve the visualization of chemical compounds and their chemical interactions. Contemporary studies have presented Virtual Reality (VR) as an alternative method for improving the learning and teaching of multidisciplinary specialties such as this. However, current educational efforts employing VR offer limited interactivity and a traditional teaching method previously presented in 2D. This reduces students’ interest and concentration in the taught subjects. This paper presents the development rationale of a novel VR educational application based on the evaluation of the user requirements by 405 pharmacy undergraduate students. The results informed the development and preliminary evaluation of a proposed VR serious game application, which was deployed in a real-life class environment and evaluated in contrast to traditional teaching methods by 15 students. The derived results confirmed the advantages of VR technology as a learning and teaching tool, in addition to the end-users’ willingness to adopt VR systems as a learning aid.

scholarly journals Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

2020 ◽  
Vol 15 (03) ◽  
pp. 4 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Quantitative Method ◽  
Ad Hoc ◽  
Teaching Method ◽  
Knowledge Society ◽  
Pedagogical Approach ◽  
Academic Level ◽  
Flipped Classrooms ◽  
Pedagogical Approaches

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.

MarineTech Project—Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry

2010 ◽  
Vol 26 (01) ◽  
pp. 29-35
Author(s):  
Alok K. Verma ◽  
Ray Ferrari ◽  
Manorama Talaiver ◽  
Sueanne E. McKinney ◽  
Daniel Dickerson ◽  
...  
Keyword(s):  
Large Scale ◽  
Learning Experience ◽  
Science Instruction ◽  
Real Life ◽  
Integrated Approach ◽  
Project Based Learning ◽  
Pedagogical Issues ◽  
Life Problems ◽  
Math And Science

Low enrollment and high attrition rates in science, technology, engineering, and math (STEM) based degree programs have created a shortage of workforce in industries such as shipbuilding and repair that are important for national security. Part of this problem can be attributed to pedagogical issues such as lack of engaging hands-on activities used for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large-scale flight and attrition from STEM-based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage students' interest in STEM-based careers, it is important that students establish a link between the math and science instruction and its application to solve real-life problems early in their learning experience. Project-based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher Education of Virginia and supported by the shipbuilding and repair industry has attempted to address the quality of STEM education in Virginia by developing project-based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and integrated math and science education while increasing awareness of teachers about the shipbuilding and repair industry. The paper presents the motivation behind developing these project-based learning (PBL) modules, issues related to implementation, and results from student and teacher workshops.

Flipping Out and Digging in: Combining the Flipped Class and Project-Based Learning to Teach Adult Development

2020 ◽  
Vol 91 (4) ◽  
pp. 362-372
Author(s):  
Clare M. Mehta
Keyword(s):  
Learning Strategies ◽  
Adult Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Group Formation ◽  
Real Life ◽  
Project Based Learning ◽  
Novel Approach ◽  
Geriatrics Education ◽  
Traditional Lectures

The urgent need for a worldwide workforce trained in gerontology (Silverstein, N. M., & Fitzgerald, K. G. (2017). Educating a new generation of professionals in agingworldwide. Gerontology & Geriatrics Education, 38, 1-4) has lead for a call by gerontology educators to employ creative, innovative, novel, and engaging pedagogy in gerontological education (Brown,P. P. (2016). From pedagogy to practice: Adventures in student engagement. Gerontology & Geriatrics Education, 37, 105-107; Niles-Yokum, K., & Howe, J. L. (2015). Making aging real through reflective teaching and learning strategies. Gerontology & Geriatrics Education, 36, 107–108; Siegal, B., & Kagan, S. (2012). Teaching psychological and social gerontology to millennial undergraduates. Educational Gerontology, 38, 20–29). This article outlines a novel approach to teaching—combining the flipped classroom with project-based learning—that not only fosters deep learning but also fosters the development of skills applicable to real life. This article describes how to turn traditional lectures into online lectures to “flip” the classroom and also provides a guide for setting up project-based learning, providing suggestions for group formation, project topics, and examples of project contracts and evaluation sheets. When employed together, these powerful teaching tools can provide students with an active, participatory, class experience with the potential to inspire a lifelong interest in adult development and gerontology.

scholarly journals A Theoretical Perspective on the Case Study Method

2017 ◽  
Vol 7 (1) ◽  
pp. 96
Author(s):  
Zafer Cakmak ◽  
Ismail Hakan Akgün
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Theoretical Perspective ◽  
Real Life ◽  
Theoretical Knowledge ◽  
Case Study Method ◽  
Application Process ◽  
Teaching Process ◽  
The Subject

Ensuring that students reach the determined goals of the courses at the desired level is one of the primary goals of teaching. In order to achieve this purpose, educators use a variety of teaching strategies and methods, and teaching materials appropriate to the content and the subject of the courses in the teaching process. As a matter of fact, it is known that the methods and materials that appeal to different sense organs of the students influence the learning process positively. In addition, the use of various teaching methods, techniques and materials in the teaching process both attract students’ attention and save the lesson from boredom, which affects the learning positively. In the process of teaching students sometimes have problems using their theoretical knowledge in real life situations. In this context, various teaching methods are also used for the practicalization of theoretical knowledge in the teaching processes. The case study method is one of the effective methods to achieve this purpose, because the case study method is a teaching method that enables students to acquire the knowledge and skills to deal with the problem they are working on and to produce information-based solutions in real life situations similar to the situations they are working with. In this study, the literature related to the case study method was examined and the application of the method, its history, application types, points to be considered in the application process, advantages of using the method in the teaching process and its limitations and teaching techniques to be used with the method are explained.

scholarly journals Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program

2021 ◽  
Vol 20 (4) ◽  
pp. 116-136
Author(s):  
Saleh Al-Busaidi ◽  
Fawzia Al-Seyabi
Keyword(s):  
Student Teachers ◽  
Course Design ◽  
Teacher Education Program ◽  
Real Life ◽  
Deep Understanding ◽  
Project Based Learning ◽  
Learning Needs ◽  
Life Problems ◽  
Design Skills ◽  
Efl Teacher Education

Project-based learning (PBL) helps students gain a deep understanding of the knowledge they acquire, develops higher levels of learning, and promotes the motivation to learn. Through self-inquiry, self-planning, and investigation, students learn to be independent thinkers and autonomous learners and pursue their learning needs by seeking solutions for real-life problems. The objective of this study was to explore the extent to which PBL approach helped 146 student-teachers at the College of Education, Sultan Qaboos University, Oman, develop their course design skills. The study utilized a questionnaire with multiple sections. The students were asked for their opinion about the approach, the difficulties they encountered, and suggestions for improvement. The results revealed that the students’ responses were positive. The students enjoyed the project and agreed that it helped them gain many of the principles of courses design, as well as a host of academic skills. The students also reported a few challenges faced during the project such as needs analysis and writing goals and objectives. Teacher preparation programs in other contexts can benefit from the course design and the study findings to introduce change to their courses. Researchers and practitioners can also benefit from the challenges faced in implementing PBL in higher education institutions where one would expect students to be highly independent.

Application Analysis of Flip Class in the Course of Hand-painted Fusion Model in Colleges and Universities

2020 ◽  
Vol 9 (4) ◽  
pp. 266
Author(s):  
Tiantian Yu
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Classroom Teaching ◽  
Fusion Model ◽  
Application Analysis ◽  
Visual Expression ◽  
Innovative Thinking ◽  
Art Design

Hand-painting is a required professional course for architecture, art, design, visual expression and other major students. Solid hand-painted skills combined with innovative thinking expressions can enable students to learn from their professional studies, effectively improving their professional abilities. The traditional hand-painting teaching method is rigid and single, attaching too much importance to hand-painting skills and ignoring the cultivation of students' innovative thinking. The emergence of flipped classroom teaching methods can effectively improve the efficiency of hand-painted teaching in colleges and universities, and it is very helpful to enhance students 'enthusiasm for learning and develop students' thinking methods.

Teaching digital electronics course for electrical engineering students in cognitive domain

2018 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Muhibul Haque Bhuyan ◽  
Sher Shermin Azmiri Khan ◽  
Mohammad Ziaur Rahman
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Real Life ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Digital Electronics ◽  
Bloom’S Taxonomy ◽  
Teacher Needs

Digital electronics course is one of the very fundamental courses for the students of undergraduate programme of electrical and electronic engineering (EEE) and the other undergraduate engineering disciplines. Therefore, ‘digital electronics’ shall be taught effectively, so that students can apply the knowledge learned to solve their real-life engineering problems. A teacher needs to adopt new teaching methodologies to attract current generation of students, and thus, to prepare them with practical knowledge and skills. Skills in the cognitive domain of Bloom’s taxonomy revolve around knowledge, comprehension and critical thinking of a particular topic. This makes teaching and learning more effective and efficient. In this paper, the teaching method of ‘digital electronics’ course for the undergraduate EEE students in the cognitive domain has been described with an example. Class performance evaluation in two different cohorts shows that the students’ results improve after using this approach.Keywords: Bloom’s taxonomy, cognitive domain, digital electronics course, teaching methods.

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