Conventional Online Teaching vs. Andragogical Online Teaching

2010 ◽  
pp. 68-82
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Learners ◽  
21St Century ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Model ◽  
The 19Th Century ◽  
Compare And Contrast ◽  
Pedagogical Principles ◽  
Andragogical Principles

In an effort to promote the andragogical teaching model in helping adult learners learn online, the author of this chapter has sought to compare and contrast this model with conventional online teaching model. In doing so, the author argues while conventional online teaching is guided by behaviorism, in order to help adults learn in the online environment, instructors must go beyond the conventional online teaching model characterized by the use of Bloom’s Taxonomy of Educational Objectives and embrace humanism from which andragogy flows. The two models addressed in this chapter were not developed in a vacuum. Rather, they were derived from pedagogical and andragogical assumptions of learners. According to the literature in adult education, pedagogical principles were developed as early as in the 7th and 12th centuries whereas andragogical principles emerged in the early part of the 19th century in Europe. Both pedagogical principles and andragogical principles have been used to guide online adult teaching and learning since universities began to deliver courses in the virtual environments at the beginning of the 21st century.

scholarly journals Teaching And Learning Outside The Box And The Soft-Side Of Teaching Model

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Leslie Leong
Keyword(s):  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Educational Institutions ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Effective Teacher ◽  
Traditional Teaching Methods ◽  
Outside The Box

Traditional teaching methods have been tested, examined and many have been published in a variety of disciplines. However, newer paradigms of teaching have evolved due to the availability of technology that is implemented in many educational institutions. Besides adopting technology as a means to teaching effectiveness, the ‘soft-side’ of teaching are apparent among the more educated and more knowledgeable learners. Teachers are transforming from a ‘figure-head’ to a ‘participant.’ This study discussed the newer technology to be utilized in the classrooms and proposed a ‘soft-side’ teaching model for the ‘new’ effective teacher in the 21st century. Teaching and learning outside the box are discussed.

scholarly journals Thoughts on Higher Medical Education Under Major Public Health Emergencies: Thinking Ahead After COVID-19 Outbreak —— A Descriptive study

2020 ◽  
Author(s):  
Wei Lin ◽  
Yan Chen ◽  
Songchang Shi ◽  
Jixing Liang ◽  
Huibin Huang ◽  
...  
Keyword(s):  
Public Health ◽  
Medical School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Average Score ◽  
Teaching Model ◽  
Online Teaching And Learning ◽  
Learning Pattern ◽  
5G Network ◽  
Blended Teaching

Abstract Background: The spread of coronavirus disease 2019 (COVID-19) has posed great threat to the global population’s health and nearly every medical school throughout the world suspended classes as a precaution against the virus. This study is aimed at exploring a more advanced online teaching and learning pattern for medical school in the future especially during a Public Health Emergency of International Concern (PHEIC) and to evaluate the efficacy of the teaching methods in improving students’ professionalism, knowledge and learning skills including problem analyzing and solving, teamwork skills, self-directed learning, as well as adaptability and acceptance to the courses. Methods: Fifty fourth-year medical students receiving the “5+3” pattern courses regarding internal medicine were enrolled in the study. A five-point Likert scale questionnaire that contains 20 items was used to compare the effect between online TBL via 5G network (hereinafter referred as blended teaching model) and home-based online learning which is not based on TBL via other prevalent forms of wireless internet connection(hereinafter referred as traditional online teaching model). It evaluated the network environment and indices of students’ competencies we put forward based on six core competenciesResults: According to the descriptive statistical analysis of the first part of the questionnaire (question 1-16), the average score of adaptability and acceptance of the courses is 2.60 less than 3, indicating that students are more adapted to traditional online teaching model; the average score of the rest of the questions is greater than 3, indicating that blended teaching model is superior to traditional online teaching model. The number of male students who are inclined to blended teaching model is 0.13 times as much as that of female students (95%CI:0.028~0.602, p=0.009).Conclusion: Online TBL via 5G network is a more advanced online teaching and learning pattern for medical school and may be a more suitable method during PHEIC in the future.

scholarly journals Type of instructions performed in online teaching and learning

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Fitrotul Mufaridah
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Teaching Model ◽  
Learning Material ◽  
Online Teaching And Learning ◽  
Use Of Technology ◽  
Different Types ◽  
Teaching Learning

Teaching and learning has changed and performed new challenge to provide attracting instruct for students to be active in online learning. The way to run the process of teaching and learning are modified. The use of technology in communicating the teaching-learning material is challenging. Different types of instructions motivate different to students to follow the online class activities. The communication delivered through the instructions becomes a key to guide the process of online teaching and learning. How the instructions performed by the teacher create interesting interaction in online learning. So, it is interesting to analyze further how the instructions work to activate the students’ involvement in online teaching-learning. This research is to describe how the types of instructions performed in online teaching and learning based on the implementation of teaching model. The data is collected from documents of lesson instruction design. This research uses qualitative approach to analyze the data. The result of the research is analyzed related to the types of instructions used in processing the learning activites through instructions provided by the teacher. The conclusion found three types of appropriate instructions to motivate and activate students in the process of online teaching and learning.

scholarly journals Measuring Teacher Creativity-Nurturing Behavior and Readiness for 21st Century Classroom Management

2021 ◽  
Vol 17 (3) ◽  
pp. 52-67
Author(s):  
Jaggil Apak ◽  
Muhamad Suhaimi Taat ◽  
Norazah Mohd Suki
Keyword(s):  
Classroom Management ◽  
Learning Community ◽  
21St Century ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Pedagogical Practice ◽  
21St Century Classroom ◽  
Learning Platforms

The COVID-19 pandemic is drastically reshaping the 21st century classroom management to remote learning via various online teaching and learning platforms across the world. The aims of this study are threefold: to assess the level of creativity nurturing behavior and teacher readiness for 21st century classroom management, to test the differences of this relationships towards teaching experience, and to examine the relationship between teachers' creativity nurturing behavior and their readiness for 21st century classroom management. The ANOVA test revealed that teachers' creativity-nurturing behavior is significantly different according to teaching experience. What's more, regression analysis revealed that teachers' creativity-nurturing behavior affects their readiness for 21st century classroom management. Teachers should stimulate positive changes in pedagogical practice to transform the classroom into a more active learning community with greater potential for creativity. Direction for future research is also furnished.

scholarly journals Thoughts on Higher Medical Education Under Major Public Health Emergencies: Thinking Ahead After COVID-19 Outbreak — A Descriptive study

2020 ◽  
Author(s):  
Wei Lin ◽  
Yan Chen ◽  
Songchang Shi ◽  
Jixing Liang ◽  
Huibin Huang ◽  
...  
Keyword(s):  
Public Health ◽  
Medical School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Average Score ◽  
Teaching Model ◽  
Online Teaching And Learning ◽  
5G Network ◽  
Blended Teaching

Abstract Background The spread of coronavirus disease 2019 (COVID-19) has posed great threat to the global population’s health and nearly every medical school throughout the world suspended classes as a precaution against the virus. The aim of this research is to explore a more advanced online teaching and learning pattern for medical school in the future especially during a Public Health Emergency of International Concern (PHEIC). Methods This is a descriptive study conducted in a medical school. We applied a new blended teaching model, that is, online TBL via 5G network (hereinafter referred as blended teaching model) before the outbreak and when universities responded to the COVID-19 outbreak by closing campuses, they shifted to home-based online learning which is not based on TBL via other prevalent forms of wireless internet connection(hereinafter referred as traditional online teaching model). Fifty fourth-year medical students receiving the “5 + 3” pattern courses regarding internal medicine were enrolled in the study. A five-point Likert scale questionnaire that contains 20 items was used to compare the effect of the two kinds of teaching patterns. It evaluated the indicators of core competencies of students including professionalism, attitude towards learning, knowledge and learning skills, teamwork skills, motivation in learning, adaptability and acceptance of the courses and network environment. Results According to the descriptive statistical analysis of the first part of the questionnaire (question 1–16), the average score of adaptability and acceptance of the courses is 2.60 less than 3, indicating that students are more adapted to traditional online teaching model; the average score of the rest of the questions is greater than 3, indicating that blended teaching model is superior to traditional online teaching model. The number of male students who are inclined to blended teaching model is 0.13 times as much as that of female students (95%CI:0.028 ~ 0.602, p = 0.009). Conclusion Blended teaching model makes up for some deficiencies of the traditional online teaching methods. For instance, it can monitor students’ learning efficiency and test their real-time learning effectiveness; 5G network meets the requirement of multiple user access in the online TBL. It is a more advanced online teaching and learning pattern for medical school and may be a more suitable method during PHEIC in the future. However, as the students can hardly quickly adapt to this new model, teachers should change their ideas to form a "student-centered" teaching concept, acquire more knowledge of online teaching, and get fully prepared for online TBL before class to ensure a better study experience.

Pedagogical Teaching or Andragogical Teaching via MOOCs?

2016 ◽  
pp. 242-265 ◽  
Author(s):  
Victor X. Wang ◽  
Linda Ellington
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Web Based ◽  
Course Materials ◽  
New Perspective ◽  
The 19Th Century ◽  
Pedagogical Principles

MOOCs are a relatively recent phenomenon in the field of teaching and learning. Although MOOCS are essentially online learning and web based course materials, which have been with us for a good many years, MOOCs, present a new perspective because of the extremely large participant numbers that are possible. As such, MOOCs require us to rethink online learning approaches, and in all likelihood, necessitate a degree of innovation in online teaching. To promote innovative teaching to help adults learn via technology, especially in the context of MOOCs, the authors of this article have compared and contrasted two teaching models. In doing so, the authors indicate that traditional teaching via technology is guided by behaviorism. However, in order to help adults learn in the online environment, instructors should go beyond the traditional teaching model characterized by the use of Bloom's Taxonomy of Educational Objectives and incorporate humanism, from which andragogy flows. The two models addressed in this article were derived from pedagogical and andragogical assumptions. Traditional or pedagogical principles were developed in as early as the 7th and 12th centuries whereas andragogical principles emerged in the early part of the 19th century in Europe. Both pedagogical principles and andragogical (innovative) principles have been used to guide online adult teaching and learning since universities began to deliver courses in the virtual environments at the beginning of the 21st century.

scholarly journals “Face-to-Face Trumps Everything”: An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments

2020 ◽  
Vol 10 (5) ◽  
pp. 147
Author(s):  
Andrew Youde
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Beliefs ◽  
Negative Experiences ◽  
Face To Face ◽  
Part Time ◽  
Beliefs And Practice ◽  
Online Pedagogies

This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners’ perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. Data analysis suggested that all tutors had negative experiences of online learning as students with these perceptions appearing to influence their practice. They generally avoided online pedagogies and adopted alternative approaches to their practice, namely a focus on face-to-face delivery with enhanced learner support, which was found to align with their described pedagogical beliefs. These tutors considered online teaching and learning as a deficit in this context.

Implementasi Model Quantum Teaching Dalam Meningkatkan Pemahaman Belajar Siswa pada Mata Pelajaran Al-Quran Hadis Kelas VII MTs Swasta Teladan Gebang

2019 ◽  
Vol 1 (2) ◽  
pp. 160-173
Author(s):  
Maulida Maulida
Keyword(s):  
Qualitative Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Model ◽  
Natural Phenomena ◽  
Field Of Study ◽  
Online Teaching And Learning ◽  
Descriptive Research ◽  
Research Procedure

The purpose of this study: To determine the application of the Quantum Teaching model in learning activities in the field of study of Al-Qur'an Hadith in MTs. Personal Exemplary Gebang. To determine the ability of students' understanding of learning the field of study of the Qur'an and Hadith in MTs. Personal Exemplary Gebang. To find out the application of the Quantum Teaching model in an effort to improve students' understanding of learning the field of study of the Qur'an and Hadith in MTs. Personal Exemplary Gebang. This research is a descriptive qualitative research, namely the data collected in the form of words and descriptions. According to Lexy J Moleong that "qualitative research is a research procedure that produces descriptive data in the form of written or spoken words from people and observed behavior". While descriptive research is a form of research that aims to describe or describe existing phenomena, both natural phenomena and phenomena engineered by humans. The results of the study show that: (1) The application of the Quantum Teaching model to Al-Qur'an Hadith subjects has been maximally applied in relation to the implementation of learning during the COVID-19 pandemic which requires online teaching and learning activities. So that learning using Quantum Teaching is very appropriate to be applied in MTs. Private Exemplary Gebang; (2) The ability to understand student learning in the field of study of the Qur'an and Hadith in class VII MTs. The Gebang Private Example has been implemented optimally with the efforts of teachers in the field of study in improving students' understanding abilities in learning; (3) The application of the Quantum Teaching model in improving the ability to understand the learning of the Qur'an and Hadith in class VII MTs students. The Gebang Private Example has been implemented well and there has been an increase since the beginning of the pre-meeting, namely the number of students who got a complete score, namely 29.7% of students who got a complete score in the Qur'an Hadith field of study, at the first meeting it increased to 46% of students who completed activity. study the Qur'an Hadith on the material to understand the short surah of the Qur'an. At the second meeting the level of completeness of students in learning Al-Qur'an Hadith was 78.3% for class VII MTs. Personal Exemplary Gebang. Then analyzed from Meeting III, student completeness reached 100%.. Private Exemplary Gebang can be increased through the application of the Quantum Teaching model.

scholarly journals Would Jesus do in a Distance Learning Mode of Teaching?

Kairos ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 54-61
Author(s):  
Maja Seguin
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Model ◽  
Constructivist Approach ◽  
Practical Advice ◽  
Potential Approach ◽  
Approach To Teaching ◽  
Virtual Setting

Several pedagogical considerations come with the transition from traditional to virtual teaching, and it is necessary to provide teachers with a potential approach to teaching and learning. This article gives an overview of the teaching methods Jesus used with a focus on parables, highlights the modern constructivist approach to teaching, and singles out characteristics of constructivism in Jesus’ teaching model. Combined, this presents a basis for practical advice in today’s context of online teaching, respectively in a virtual setting. The article highlights characteristics of Jesus as a teacher which present-day teachers can apply to their contexts and finishes with suggestions for further research.

scholarly journals APLIKASI PEMBELAJARAN ABAD KE-21 DALAM TALIAN: CABARAN GURU PENDIDIKAN MORAL [21ST CENTURY ONLINE LEARNING APPLICATIONS: THE CHALLENGE OF MORAL EDUCATION TEACHERS]

2022 ◽  
pp. 16-35
Author(s):  
NURUL AZWANI I MOHD IDRIK ◽  
TAN BEE PIANG
Keyword(s):  
Moral Education ◽  
21St Century ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Movement Control ◽  
Traditional Teaching ◽  
Online Classroom ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Control Order

The Covid-19 pandemic phenomenon has unfolded in Malaysia since 2020, it has brought far-reaching changes to all aspects of society includes education. Due to the Movement Control Order (PKP), educational institutions in Malaysia were ordered to close, student started fully learning online from home. This situation has become a challenge to the implementation of the 21st Century learning approach inteaching. As this fully online teaching and learning are happening for the first time in Malaysian education, this study aims to explore the challenges faced by Malaysian Moral Education teachers on the implementation of the 21st Century skill in an online classroom. This study uses a qualitative method by interviewing 5 Moral Education teachers as respondents. The findings of this study show that the change of online teaching and learning has caused unexpected challenges to Moral Education teachers, the traditional teaching techniques which have been applied in face-to-face classrooms are not effective when moving to online teaching and learning. To achieve the objectives of Moral Education which involve aspects of cognition, feeling, and action, the factors of internet access at home, cooperation from the parents, and the teacher’s skill of using technology need to be considered.

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