scholarly journals Exploring the Convergence of the Mobile Learning Mode in Network Environment and the Traditional Classroom Teaching Mode

2017 ◽  
Vol 12 (07) ◽  
pp. 170
Author(s):  
Wang Lin
Keyword(s):  
Mobile Learning ◽  
Mobile Network ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Network Environment ◽  
Teaching Mode ◽  
National Network ◽  
Network Learning ◽  
Traditional Classroom Teaching

The mobile network learning mode has been praised by many learners because of the convenience of using mobile phones. At the same time, it has posed great challenges to traditional teaching modes. To make full use of the mobile network learning mode and make up for the traditional classroom teaching mode, we investigated the convergence of these two modes. To this end, we analyzed the reasons for college students’ low network learning efficacy. Further, based on China’s current mobile network environment, national network policies, and the experience of constructing mobile network learning resources, we practiced mobile network learning in a course on Photoshop. The experiment showed that the mobile learning mode is feasible and that with the proper use of the mobile network environment, teachers can enrich teaching resources in class and raise students’ learning efficiency in classroom teaching. To achieve the desired effects of the mobile network learning mode, teachers should pay attention to three factors: the change of the teacher’s role in the teaching process, the acquisition of mobile network applications in the new learning mode, and the support of exterior service technologies. Applying this learning mode can provide valuable experience for the transformation of traditional teaching modes.

scholarly journals Construction and Practice of SPOC Teaching Mode based on MOOC

2018 ◽  
Vol 13 (12) ◽  
pp. 35 ◽  
Author(s):  
Zhe Kang ◽  
Le He
Keyword(s):  
Student Interaction ◽  
Traditional Classroom ◽  
Independent Learning ◽  
Learning Ability ◽  
Online Course ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Teacher Student ◽  
Traditional Classroom Teaching

The traditional teaching mode focuses on teachers’ instructions. However, this approach provides few opportunities for teacher–student interaction and single teaching form and lacks training on the independent learning ability of students. By contrast, massive open online course (MOOC) teaching mode completely depends on independent student learning and lacks effective monitoring. Thus, this approach results in low completion rate of courses and failure to completely replace the traditional classroom teaching model. This study constructed a teaching mode called small private online course (SPOC) by combining MOOC and traditional teaching modes to increase teaching effect. The specific application process of SPOC teaching mode was elaborated using a case study of “College English.” The study showed that SPOC teaching mode has more extensive teaching content, stronger learning interest of students, and better teacher–student interaction than the traditional teaching mode. Moreover, the SPOC teaching mode improved the independent learning ability of students, addressed the shortcomings of traditional classroom teaching, and facilitated the deep applications of information technology in classroom teaching. Thus, the present teaching mode is perfected.

Study on the Case Teaching Mode of Economic Law under Network Environment

2014 ◽  
Vol 926-930 ◽  
pp. 4610-4613
Author(s):  
Qiong Zhong Wu
Keyword(s):  
Teaching Practice ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Multimedia Technology ◽  
Network Environment ◽  
Teaching Mode ◽  
Economic Law ◽  
Wide Range ◽  
The Subject ◽  
Traditional Classroom Teaching

With the popularity of the network and the wide range of applications of multimedia technology in people's lives, how to combine modern teaching tools and media with case teaching, how to carry out case teaching under the network circumstances becomes the subject of the exploration of the teaching practice. Some practical conclusions are drawn after researching. First, the teaching performance is higher under the network environment teaching mode than the traditional classroom teaching mode. Second, students and teachers can get a better development under the network environment. Meanwhile, some suggestions are given to the case teaching mode of economic law under network environment.

Low knowledge in cyberspace: Abduction, tacit knowledge, aura, and the mobility of knowledge

2006 ◽  
Vol 25 (3) ◽  
pp. 211-220
Author(s):  
Erkki Patokorpi
Keyword(s):  
Tacit Knowledge ◽  
Mobile Learning ◽  
Information Society ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Common Denominator ◽  
Human Knowledge ◽  
Knowing That ◽  
Traditional Classroom Teaching

In the same way as traditional classroom teaching sets boundaries to what and how learners can learn there seem to be some limitations to Information Society Technologies (IST) enhanced and mobile learning, that is, limitations or constraints set by the special epistemological conditions of digital interaction and culture. The essay at hand examines especially the limitations to human knowledge in cyberspace. It does so with the help of three well-known philosophical concepts: abduction, tacit knowledge and aura. Abduction, tacit knowledge and aura have some similarities which seem to justify in treating them under a common denominator of low knowledge. Low knowledge is a personal yet democratic form of knowing that focuses on differences and details, treating individuals as whole universes. It is suggested that low knowledge may be a key to a better understanding of the mobility and immobility of knowledge.

scholarly journals LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES

2019 ◽  
Vol 1 (1) ◽  
pp. 12
Author(s):  
Jahanara Begum
Keyword(s):  
Classroom Practices ◽  
Learner Autonomy ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Learner Centered ◽  
Traditional Classroom Teaching ◽  
University Setting

Abstract: In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.

scholarly journals A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students

2019 ◽  
Vol 7 (10) ◽  
pp. 3654
Author(s):  
Kavita Aggarwal ◽  
Bhaskar Thakur ◽  
Mahesh Agrawal ◽  
Sumit Jhajharia ◽  
Himanshu Madaan ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Transition Period ◽  
Teaching Method ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Knowledge Gain ◽  
Traditional Teaching ◽  
Learning Gain ◽  
Assessment Scores ◽  
Traditional Classroom Teaching

Introduction: Flipped classroom is a new pedagogical model in which students are provided with study resource material to develop a basic understanding of the topic before class, and in-class precious time is used for learner-centric activities. Accordingly the study objectives were to compare the effect of flipped and traditional classroom teaching method and to determine the student’s perception of flipped and traditional teaching method.Method: This was a non-randomized experimental study. A detailed multiple choice question based test was used to assess the knowledge gain. Another structured questionnaire on students’ perception on flipped classroom teaching and traditional teaching technique was used for both the groups.Results: A total of 112 students participated in this study. The mean assessment scores in the flipped and traditional classroom were not statistically significant. We observed in the current study that the qualitative response was better as compared to quantitative response.Conclusion: As per our qualitative observation, a hybrid of both traditional and flipped classroom teaching method can be used in the transition period until the acceptance for new innovative methods increase. Long term learning gain may be attained by improving motivation and engagement of students in learning process.

scholarly journals From “Treasure Room” to “School Room”: Special Collections and Education

2006 ◽  
Vol 7 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Steven Escar Smith
Keyword(s):  
Traditional Classroom ◽  
Classroom Teaching ◽  
Special Collections ◽  
Traditional Classroom Teaching ◽  
The One ◽  
Definition Of ◽  
Guided Tours

Webster's Ninth New Collegiate Dictionary states that education involves learning and then defines learning as the acquisition of knowledge or understanding through study, instruction, or experience.1 This is the best and broadest definition of the term I know of and the one that most closely informs what I do in my work as director of the Cushing Memorial Library and Archives at Texas A&M University. I consider any activity that provides opportunities for study or experience as education. In a special collections environment, this includes traditional classroom teaching as well as many other undertakings—exhibits, displays, guided and self-guided tours, . . .

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

2012 ◽  
Vol 17 (5) ◽  
pp. 474-478 ◽  
Author(s):  
Manuel Arroyo-Morales ◽  
Irene Cantarero-Villanueva ◽  
Carolina Fernández-Lao ◽  
Miguel Guirao-Piñeyro ◽  
Eduardo Castro-Martín ◽  
...  
Keyword(s):  
Blended Learning ◽  
Ultrasound Imaging ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Approach ◽  
E Learning ◽  
Traditional Classroom Teaching

scholarly journals Research and Application of Hybrid Teaching Model of Landscape Architecture Engineering based on Cloud Course

2019 ◽  
Vol 3 (2) ◽  
pp. 140
Author(s):  
Zhenchao Wang
Keyword(s):  
Landscape Architecture ◽  
Traditional Classroom ◽  
Independent Learning ◽  
Main Body ◽  
Traditional Teaching ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Hybrid Teaching ◽  
Teachers And Students ◽  
Traditional Classroom Teaching

<p>Blended teaching, as an important part of current teaching reform, is a combination of information-based teaching and traditional classroom teaching, which is conducive to students' independent learning. Based on the connotation of cloud course, the cloud course teaching platform and traditional teaching methods are integrated into a new teaching system, aiming at making students become the main body of the class and letting teachers play a more guiding role. It has been proved by practice that this mixed teaching mode has a good teaching effect in the teaching of landscape architecture engineering, which can fully mobilize students' learning enthusiasm, increase the interaction between teachers and students, make the teaching content more diversified, more practical, and make the teaching of landscape architecture engineering more perfect.</p>

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