The Use of the Socratic Teaching Method in E-Learning 2.0 Settings

2014 ◽  
pp. 201-214
Author(s):  
Apostolia Pange
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Learning Approach ◽  
E Learning

The aim of this chapter is to outline the use of the Socratic Teaching Method (STM) in e-Learning 2.0 practice. The research included in this chapter is intended as an introductory handout in order to help educators, learners and course designers to identify the advantages and pitfalls of using this teaching method in e-Learning 2.0 applications. More precisely, this chapter gives the writer’s perspective regarding some very interesting issues, such as: a) the range of subjects that could be taught using the STM teaching practice, b) the educators’ additional skills needed in order to apply STM to their online teaching, and c) whether the STM is an adequate learning approach in order to assure learners’ mastery of a subject.

scholarly journals Student-Centered Online Teaching Practices in Theoretical Mechanics

2021 ◽  
Vol 11 (2) ◽  
pp. 233
Author(s):  
Haibin Sun ◽  
Tingting Liu
Keyword(s):  
Moral Education ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Independent Learning ◽  
Learning Ability ◽  
Student Centered ◽  
Effective Strategies ◽  
Theoretical Mechanics

The COVID-19 pandemic has had a serious impact on education at all levels and types, and the education system, including colleges and universities, has been forced to respond by a sudden shift to online teaching. Successful online teaching requires careful thinking, planning, and technical and human support from teachers. Based on the reflection on the offline classroom teaching of theoretical mechanics for many years and the online teaching practice of first half of 2020, the author summarizes effective strategies for implementing online teaching of theoretical mechanics. We prepared the theoretical mechanical lessons through a “student-centered” approach, such as preparing teaching materials, students and teaching methods. These teaching strategies include (i) Adopting live-stream teaching as the main teaching method, (ii) Applying electronic blackboard to online deductions, (iii) Linking theory to practice for better understanding of knowledge, (iv) Integrating curriculum content in ideological and moral education, (v) Conducting formative assessment to supervise and motivate online learning. The implementation of these online teaching strategies has effectively promoted the development of students' independent learning ability.

scholarly journals Arabic Learning Based On E-Learning Using Arabic Teacher Website In The Pandemic Era Of Covid-19

2020 ◽  
Vol 4 (2) ◽  
pp. 122-137
Author(s):  
Nur Salsabila Binti Jasni ◽  
Ade Arip Ardiansyah
Keyword(s):  
Language Learning ◽  
Qualitative Method ◽  
Teaching Method ◽  
Arabic Language ◽  
Independent Learning ◽  
Learning Approach ◽  
Electronic Book ◽  
Sentence Patterns ◽  
E Learning ◽  
Theoretical Issues

This study aims to describe the Arabic Teacher's website as e-learning based Arabic language learning during the Covid-19 pandemic. The method used in this research is a descriptive qualitative method. There have been many studies that discuss learning Arabic based on E-Learning. However, it is only limited to one aspect while learning Arabic using the Arabic teacher website covers various skills and theoretical issues. The results showed 1) E-Learning Arabic Teacher is a complete website designed as an advanced learning Arabic during the Covid-19 pandemic; 2) The Arabic learning approach by using the Arabic teacher E-Learning website is based on the same teaching method programmed, develop internet-based independent learning effectively using a purposeful computer so that learners can learn Arabic in a balanced way read, write, listen, and speak. 3) E-Learning Arabic Teacher provides several main menus including; Arabic languages such as reading, stories (basic, intermediate, advanced), grammar (nahwu), structures (sentence patterns), dictation (imla'), songs and games (songs and games), Questionnaires (assessment sheets) accompanied by an electronic book, MP3, and Video.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

scholarly journals Effects of Cooperative E-Learning Approach on Students Attitude Towards Chemistry in Koibatek Sub-County, Kenya

2018 ◽  
Vol 5 (3) ◽  
pp. 111-114
Author(s):  
Chebii Roselyn ◽  
Samuel W. Wachanga ◽  
Zepheniah O. Anditi
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Learning Approach ◽  
Control Groups ◽  
Control Group Design ◽  
Course Content ◽  
Conventional Teaching ◽  
Equivalent Control ◽  
E Learning ◽  
And Control

The study investigated the effectiveness of Co-operative E-learning approach (CELA) on students’ attitude towards Chemistry. The Solomon Four Group, Non-equivalent Control Group Design was employed in the study. The study was carried out in Koibatek sub-county, Kenya where there has been a persistent low achievement in the subject. 489 form three students from twelve county schools, purposively selected from the sub-county were taught the same course content on the mole for a period of five weeks. The experiment groups received their instructions through the use of CELA approach and control groups using the conventional teaching method. The researcher trained the teachers in the experimental groups on the technique of CELA before treatment. Student Attitude Questionnaire (SAQ) was used for data collection. The results of the study indicated that students in experimental groups outperformed those in the control groups. Also, there were no statistically significant differences in the mean score in SAQ between boys and girls exposed to CELA. Girls and boys performed equally well in altitudes towards Chemistry. Chemistry teachers should be encouraged to incorporate CELA method.

Students’ Voice of e-Learning: Implication to Online Teaching Practice

2021 ◽  
Author(s):  
Mary Rose Mabini Briones ◽  
Denis Dyvee Romero Errabo
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
E Learning

scholarly journals Students’ Adoption of E-Learning Program during Covid 19: Impact on Students’ Engagement and Effective Teaching Method

2021 ◽  
Vol 3 (2) ◽  
pp. 18-38
Author(s):  
Y. Johny Natu Prihanto ◽  
Simon Petrus Wenehenubun ◽  
Raden Nayaka Widhi Mahardika
Keyword(s):  
Effective Teaching ◽  
Technology Acceptance ◽  
Digital Literacy ◽  
Structural Equation ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Learning Program ◽  
Quantitative Research Methods ◽  
E Learning

The coronavirus (COVID-19) pandemic has forced universities, as well as governments, businesses and other institutions, to rapidly increase their provision of digital services and in doing so accelerated a number of existing trends. Universities have had to rapidly evolve their digital strategies and the digital literacy and skills of their staff in order to respond to the current demands for online delivery and global digital connectivity. This study aims to find the factors that influence student acceptance of e-learning programs during a pandemic using the Technology Acceptance Model (TAM) approach. The study adopts quantitative research methods and data collected from 300 respondents using convenience sampling methodology. The questionnaire was distributed online to 14 universities in Indonesia. The structural equation model PLS (SEM-PLS) was utilized in this study. The results showed that two major problems rendered the online teaching and learning less effective than expected. One problem was arising from the institutional unpreparedness. Both lecturers and students were involved in struggling with this sudden move on global and untested scale. From the practical point of view, this study offers implications for government and universities to provide policies in the process of adopting e-learning regarding on students’ engagement and effective teaching method.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students’ Computing Skills

2011 ◽  
pp. 76-89
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of web-enabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools. [Article copies are available for purchase from InfoSci-on-Demand.com]

scholarly journals Use of Virtual Reality Technology in Animation Course Teaching

2021 ◽  
Vol 16 (17) ◽  
pp. 191
Author(s):  
Yuanyuan Ji
Keyword(s):  
Virtual Reality ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Rapid Development ◽  
Colleges And Universities ◽  
Internet Technology ◽  
Virtual Reality Technology ◽  
Teaching Mode

With the rapid development of Internet technology, in consequence of the outbreak of COVID-19, colleges and universities have postponed the start of term, in order to protect the life safety of teachers and students. However, to avoid affecting students’ academic studies, colleges and universities have taken various virtual reality technologies to implement personalized online teaching on students. However, there are still some problems in actual teaching, such as the monotonous teaching mode of animation course, which results in students’ lack of practical animation operation ability; the lectures lay too much emphasis on the textbook content and the pedagogical knowledge in animation is not updated, etc. In our study, we will combine Animation Teaching mode with the educational concept of STEAM, and designs a teaching mode oriented to students’ needs. This teaching mode include five parts: analysis of students’ needs, analysis of learning goals, selection of learning strategies, design of learning activities and design of learning evaluation. At the same time, based on the American Customer Satisfaction Index (ACSI) Model, our study will also investigate student satisfaction from four dimensions: student expectations, students’ perceived quality, students’ perceived value and student loyalty, with a view to measure the effectiveness of this teaching model. Through the teaching practice, it is found that this teaching mode can significantly promote students’ grades and motivate their enthusiasm for learning. The students’ autonomic learning and mastery of professional knowledge are significantly superior to those of traditional multimedia teaching method. The proposed teaching mode offers an objective reference for the application of virtual reality technology in teaching.

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