Various Teaching-Learning Modalities

2016 ◽  
pp. 3887-5176
Author(s):  
P Ravi Shankar
Keyword(s):  
Learning Modalities ◽  
Teaching Learning

Blended Learning

2014 ◽  
pp. 69-89 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Variation Theory ◽  
Face To Face ◽  
Learning Modalities ◽  
Structure And Dynamics ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Blended Course

Blended learning provides an opportunity to rethink the ways in which instructors and learners use face-to-face and online distance learning modalities. Sometimes, this opportunity is missed and the resulting blended course is no more than a mechanical mix that serves pragmatic purposes but fails to reshape learning. This chapter rethinks the structure and dynamics of blended learning experiences and considers what it might mean to use different teaching/learning modalities. It explores the possibilities, challenges, and design of blended learning from a perspective of variation theory. It also reviews strategies to make explicit the differences in structure and dynamics of face-to-face and online distance environments that are encountered by the learner and suggests the benefits and limitations of such strategies.

The efficacy of matching learning modality in the teaching-learning process

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
College Students ◽  
Hypothesis Testing ◽  
Empirical Evidence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Sensory Modality ◽  
Learning Modalities ◽  
Task Dependency ◽  
Teaching Learning

As a foundational approach in inferential statistics, hypothesis testing (HT) is considered as one of the most challenging topics for teaching and learning. A promising approach is through the consideration of students’ learning modalities, as demonstrated in vast applications; however, contentions that surround the use of learning modality in education exist in recent debates. The cause of this unrest is the lack of robust empirical evidence on the efficacy of learning modalities in education. Thus, this work attempts to contribute to this debate and investigates whether sensory modality does influence learning. It develops an approach for teaching HT to college students via learning modality. Results show that learning modalities have a positive impact on students’ performance on competencies in learning HT. Furthermore, it was found out that some learning modalities work together on learning specific competencies. Lastly, the task-dependency of learning modalities was observed in the results of the experiment.

scholarly journals Retrospective Monocentric Study on Career Preferred by Ayurveda Alumni

2021 ◽  
pp. 169-174
Author(s):  
Jagruti Chaple ◽  
Dhirajsingh S. Rajput
Keyword(s):  
Clinical Practice ◽  
Medical Officer ◽  
Survey Study ◽  
Research Centre ◽  
College Hospital ◽  
Private Hospitals ◽  
Learning Modalities ◽  
Teaching Learning ◽  
Source Of Information

Background: Alumni studies are considered valuable as such works are done to assess the outcomes of efforts made by faculties of relevant organization and its actual effect in professional life. These studies serve as source of information to increase the effectiveness of related organization and thereby students quality of education. Aim and Objective: The study was centered on exploring the quality and impact of teaching-learning modalities on career proffered by alumni. Materials and Methods: A retrospective monocentric cohort study was conducted at Mahatma Gandhi Ayurved College, Hospital and Research Centre (MGACHRC), Salod (H), Wardha (Maharashtra) from 2007 batch to 2012 BAMS (Bachelor of Ayurvedic Medicine and Surgery) batch which include total 281 Alumni who has completed BAMS course from MGACHRC. The survey was done by using a questionnaire and responses were collected via receiving filled questionnaire via email or filling the questionnaire through telephonic communication with alumni. Results: The survey study reveled that after completing graduation from MGACHRC, the career chosen by alumni of 2007 to 2013 batches include post graduation (PG), working as faculty in other institute, established general clinical practice (GP), joined as medical officer in government or private hospitals (Govt. MO, Private MO) and engaged in other activities such as business, profession other than medical services, become research researcher etc and the percentages of alumni in aforementioned career are 43.42, 8.54, 21.00, 9.96, 12.10 and 4.98 respectively. Higher proportion of females is noted in all batches and most of the alumni gave preference for post graduation followed by clinical practice and occupation as medical officer either in government of private hospitals. Conclusion: The study represents that obtaining specialization is not possible by completing BAMS and hence post graduation is first preference. However the all careers chosen by alumni of MGACHRC are satisfactory and thus indicate well teaching-learning methods.

scholarly journals Quiz as an adjunctive modality in teaching Clinical Microbiology for Undergraduate Medical Students

2021 ◽  
Vol 9 (3) ◽  
pp. 31
Author(s):  
Abhishek Mehta ◽  
Kiran Tripathi ◽  
Himanshi Bansal
Keyword(s):  
Active Learning ◽  
Clinical Microbiology ◽  
Central India ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Gain ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Teaching Learning

Conventional teaching modalities like Didactic lectures if practised alone fails to transfer concepts as effectively as active learning approaches. Active learning methods like Quizzing leads to active participatory involvement of students, motivates them by increasing interest in the subject and act as a driving force for more effective learning. The purpose of this study was to evaluate the effectiveness of Quiz as an adjunctive teaching modality in clinical microbiology for undergraduate medical teaching and to compare it with conventional teaching methods like Didactic lectures. In this interventional study conducted in the Dept. of Microbiology of a Govt. Medical College of Central India, Second MBBS students were divided into two groups. The topic Universal precautions was split and covered through two modules. One module was administered through lecture to one group and through Self study followed by Quiz to another group. Cross over was done for the second module. To evaluate the students performance pretest and post test were conducted for both the methods. In case of both the groups a significant absolute learning gain was observed for both the modalities. However in both the groups the learning gain and effect size were towards much higher side for Quizzing as compared to didactic lectures. Our study has shown the positive impetus of the active teaching learning modalities like Quizzing on self directed learning, and an added advantage of this approach on the learning gain as compared to the conventional teaching.

scholarly journals Adoption of Technology and Augmentation of Resources for Teaching-Learning in Higher Education

2016 ◽  
pp. 93-98 ◽  
Author(s):  
P. M. Suresh Kumar
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Learning Experiences ◽  
Education Institution ◽  
Lifelong Learners ◽  
Adoption Of Technology ◽  
Effective Learning ◽  
Learning Modalities ◽  
Innovative Learning ◽  
Teaching Learning

Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching-learning process would enhance the quality of learning. The role of the institution is to identify and provide such experiences using these resources so as to improve their learning through the alround learning opportunities available to them. Institutional strategy to nurture critical thinking, creativity and scientific temper among the students is to transform them into lifelong learners and innovators. Teaching-learning process should be mutually complementary where both the teacher and the taught gain as a result of the diversity of learning experiences. This paper discusses how technology adoption practices and augmentation of resources contribute to learning in a higher education institution.

scholarly journals Aplicabilidad del modelo ASSURE en la didáctica de lenguas

2017 ◽  
Vol 1 (2) ◽  
pp. 83
Author(s):  
Hilda Buitrago
Keyword(s):  
Second Language ◽  
Instructional Design ◽  
Language Teaching ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Learning Modalities ◽  
The Face ◽  
Educación Virtual ◽  
E Learning ◽  
Teaching Learning

El presente trabajo examina los lineamientos del Ministerio de Educación Nacional respecto a la enseñanza de una segunda lengua, sus objetivos, alcance y requerimientos didácticos y tecnológicos para alcanzar las metas de aprendizaje propuestas. Posteriormente, describe los pasos del modelo de diseño instruccional ASSURE y explica las razones por las cuales este tipo de diseño permite la puesta en práctica de algunos de los principales postulados teóricos en los que se basa la didáctica de los idiomas extranjeros y el uso efectivo de las TIC para fomentar la participación del estudiante en los procesos de enseñanza-aprendizaje. Se recomiendan estudios adicionales que permitan determinar con mayor precisión la eficacia del Modelo Instruccional ASSURE en las modalidades e-learning y blended learning.Palabras claves: Educación virtual, diseño instruccional, TIC, didáctica de lenguas. AbstractThis paper examines the standards issued by the Colombian Ministry of Education regarding second language teaching, its objectives, scope and teaching, and technological requirements in order to achieve learning goals. It later describes the steps of the ASSURE instructional design model and explains the reasons why this type of design allows for the implementation of some of the main theoretical postulates about foreign language teaching and effective ICT use that encourage student participation in the intended teaching-learning processes. Further research is recommended to more accurately measure the effectiveness of the ASSURE instructional model in the e-learning and blended learning modalities for teaching a second language, in order to determine the extent to which the face-to-face sessions are necessary and how they can be enriched through the use of ICT.Keywords: E-learning, instructional design, ICT, language teaching.

The Visible Curriculum

2018 ◽  
Author(s):  
Eva-Marie Stern ◽  
Shelley Wall
Keyword(s):  
Medical Education ◽  
Visual Arts ◽  
Personal Growth ◽  
Interpersonal Skills ◽  
Medical Training ◽  
Art Making ◽  
Learning Modalities ◽  
Cognitive Work ◽  
Teaching Learning ◽  
Embodied Practice

The visible curriculum is a term for engagement with the visual arts in medical education. The purposes of having medical trainees view and respond to artworks have been framed in various ways: to sharpen technical abilities, to foster cognitive and interpersonal skills, and to promote personal growth. Art-making, as an embodied practice, activates skills essential to medical care which go beyond words and beyond cognitive work. This chapter summarizes current visual teaching/learning modalities used in medical training, considers the importance of art-making in addition to art observation, suggests differences in approach between undergraduate and residency training, and offers some practical examples of visual arts-based sessions for training and reflection.

scholarly journals Opinions about Teaching Modalities: A Comparison between Faculty and Students

2012 ◽  
Vol 2012 ◽  
pp. 1-7
Author(s):  
Shilpa Shah ◽  
Gerhard Meisenberg
Keyword(s):  
Physical Examination ◽  
Medical School ◽  
Clinical Medicine ◽  
Faculty Members ◽  
Learning Modalities ◽  
School Of Medicine ◽  
Scale Response ◽  
Team Based Learning ◽  
Likert Scale Response ◽  
Teaching Learning

Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals, scored on a 5-step Likert scale. Response rates were approximately 80% for students and more than 50% for faculty. Students gave the highest scores to mediasite followed by simulation, handouts, and ICM practicals. Lowest student scores were for PBL followed by TBL and textbooks. Faculty gave highest scores for lectures, followed by ICM practicals and textbooks. They gave the lowest scores for TBL followed by mediasite and PBL. Differences between students and faculty were statistically significant for lectures (P<.001), mediasite (P=.001), textbooks (P=.002), and PBL (P=.043).

scholarly journals E-learning: a Modality of Medical Education in the Period of Crisis

2021 ◽  
Vol 18 (4) ◽  
pp. 776-778
Author(s):  
Gehanath Baral ◽  
Reetu Sharma Baral
Keyword(s):  
Medical Education ◽  
Blended Learning ◽  
Capacity Building ◽  
Medical Schools ◽  
Learning Tools ◽  
Learning Modalities ◽  
Crisis Situation ◽  
E Learning ◽  
Teaching Learning

Delivery of medical education is challenged during the crisis like in pandemic. The purpose of this review is to explore the possible modality of medical education in pandemic condition. The modality depends on the availability of modality based resources, set curriculum and acceptance of modality. Blended learning and e-learning appear as the options of teaching-learning in crisis situation. Medical schools may adopt blended learning and e-learning modalities through curriculum that requires capacity building and availability of e-learning tools. Rescheduling the practical and clinical part in both training and evaluation are the immediate actions. Thus the existing method should be optimized by revision, replacement or postponement. Keywords: Crisis; curriculum; e-learning; medical education; pandemic

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