Discussion on Design of Multimedia Courseware of Bridge Engineering

2011 ◽  
Vol 271-273 ◽  
pp. 1392-1395
Author(s):  
Guo Hui Zhao
Keyword(s):  
Teaching Method ◽  
Design Method ◽  
Multimedia Data ◽  
Bridge Engineering ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
Multimedia Teaching ◽  
Traditional Teaching Methods ◽  
New Research

Computer aided instruction is an indispensable modern teaching method. How to make multimedia technology and traditional teaching methods complement each other to form an organic wholeness, and give full play to the advantages of multimedia technology is now a new research spot. In this paper, the characteristics of multimedia teaching method are analyzed in terms of advantages and disadvantages. Base on the bridge engineering course, the design method of multimedia courseware is introduced in terms of design basis, concept, teaching mode design, multimedia data embedding technology and so on. Problems deserving of attention in designing of the multimedia courseware such as the relationship between modern and traditional teaching method, matching of courseware and teaching points are also discussed in this paper.

scholarly journals Design of English Multimedia Teaching System Based on Diversification Theory

2017 ◽  
Vol 12 (01) ◽  
pp. 119 ◽  
Author(s):  
Minsheng Lou
Keyword(s):  
Resource Allocation ◽  
Teaching Method ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
System Framework ◽  
Learning Resource ◽  
Teaching System ◽  
Teaching Activities ◽  
English Teaching ◽  
Multimedia Teaching

Based on the diversification theory, this paper designed a multimedia technology-based English teaching system framework which is used to assist English teaching in classroom. The whole system framework consists of two parts: the part of learning resource allocation and the part of English teaching activities. Learning resource allocation is mainly to expand English learning materials from the traditional printed resources to audios, videos, animations and other forms of resources; the use of multimedia resources for teaching activities is achieved mainly through the English speech teaching and lecturing device designed with the function of playing multimedia files. In order to test the application effect of multimedia technology in English teaching, this paper chose the public course of “Vocational English” as the experimental content, and compared the effect of respectively using multimedia technology to teach freshmen of Grade 2016 and adopting the traditional teaching method to teach students of Grade 2015. The outcome shows that the use of multimedia technology in English teaching can improve students’ interest in learning, reduce their pressure of learning English, and enhance their sense of accomplishment in learning, indicating that multimedia-assisted teaching can effectively improve English teaching results.

scholarly journals Development and Implementation of Touch Screen Multimedia Technology in Sports Physiology Curriculum

2016 ◽  
Vol 11 (01) ◽  
pp. 21 ◽  
Author(s):  
Ziyi Yu
Keyword(s):  
Teaching Method ◽  
Technological Development ◽  
Touch Screen ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
Multimedia Teaching ◽  
Reform Teaching ◽  
Touch Screen Computer ◽  
Sports Physiology

With the advance of technological development, many emerging technologies have been successfully applied in the teaching field, resulting in significant improvements in teaching effects. However, applying these technologies to sports specialty teaching is difficult because of certain limitations of the specialty. Few trials have been made to reform teaching methods. This study analyzes innovative studies on existing sports teaching, points out shortcomings, and attempts to introduce touch screen multimedia technology in the sports specialty. This study also discusses the theoretical basis and supporting technology to construct touch screen multimedia teaching system, as well as the design and implementation of this system. The author applies this system in Sports Physiology teaching and designs a control experiment. Results show that the practical teaching effect of touch screen computer-assisted sports is superior to the traditional teaching method, and this technology offers a new teaching mode for sports teaching.

Advantages and Disadvantages of Multimedia Teaching of Fire Combustion Science

2012 ◽  
Vol 239-240 ◽  
pp. 1633-1636
Author(s):  
Zheng Yang An
Keyword(s):  
Teaching Method ◽  
Teaching Quality ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
Multimedia Teaching ◽  
Multi Media ◽  
In Fire

The method of multi-media teaching has significant importance in improving classroom efficiency and teaching quality, creating active classroom atmosphere and revealing advanced characteristics of age. However, there is a misunderstanding that we should overcome, in which multimedia teaching is dependent excessively and the traditional teaching method is neglected. This article illustrates the author’s views on the advantages and disadvantages of multimedia teaching in fire combustion science.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

scholarly journals Application Research of Blended Teaching based on Duifene Teaching Platform: Modules on Construction Project Management

2021 ◽  
Vol 5 (5) ◽  
pp. 20-24
Author(s):  
Jingjing Sun
Keyword(s):  
Project Management ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Construction Project ◽  
Traditional Teaching ◽  
Construction Project Management ◽  
Teaching Platform ◽  
Advantages And Disadvantages ◽  
Teacher Student ◽  
Blended Teaching

The Duifene teaching platform is a product of various teaching methods, which greatly improves the traditional teaching method. This article introduces the function and characteristics of a blended teaching platform as well as its application for histology and embryology modules. In addition, the advantages and disadvantages of blended teaching method is also discussed. The application of this teaching platform for Construction Project Management modules encourages students to be more enthusiastic and interested toward learning. This allows a more convenient and rapid teacher-student and student-student interaction thereby improving the teaching and learning experiences.

Flipping the Classroom

2015 ◽  
pp. 157-174 ◽  
Author(s):  
Jamie Gardner
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Student Preparation ◽  
Individual Level ◽  
Student Comprehension ◽  
Traditional Teaching Methods ◽  
Potential Benefits ◽  
Training Resources ◽  
Technological Specific

Adoption of new practice only occurs if the proposed change is perceived as being beneficial and if the challenges associated with implementing the new practice are not overwhelming. The teaching method of flipping the classroom is a newer practice that has received a lot of attention in current literature, where the potential benefits are thoroughly discussed. The challenges associated with flipping the classroom are more obscure in the literature. The purpose of this chapter is to outline challenges associated with flipping the classroom and propose solutions to overcome each of the challenges described. Challenges of implementing a flipped classroom can occur at the institutional or individual level and can be categorized as technological or non-technological. Specific challenges to be discussed include technology delivery challenges at the organizational and individual level, lack of technical support, IT infrastructure challenges, inadequate technical and non-technical training resources for instructors, instructor and student resistance to using non-traditional teaching methods, the inability to assess student comprehension using traditional strategies, increased course preparation time, and lack of student preparation or buy-in.

scholarly journals Mobile Social Media and the News: Where Heutagogy Enables Journalism Education

2017 ◽  
Vol 73 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Danielle Mulrennan
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Teaching Method ◽  
Communication Studies ◽  
Journalism Education ◽  
Traditional Teaching ◽  
Participatory Action ◽  
Broadcast Media ◽  
Traditional Teaching Methods ◽  
Journalism Students

Journalism schools are under pressure to look beyond traditional teaching methods to prepare students for the post-Internet, rapidly evolving news landscape. Heutagogy is a net-centric teaching method in which learners are highly autonomous and self-determined. In this article, Participatory Action Research theory was applied within a heutagogical framework to the redevelopment of a social media course for journalism students at AUT University, New Zealand. The findings form the basis of recommendations across the wider journalism curriculum, and there are also implications for other areas of communication studies, public relations, and online or broadcast media.

Influence of Multimedia Communication Materials on the Students' Sports Motivation

2012 ◽  
Vol 155-156 ◽  
pp. 892-896
Author(s):  
Ming Chang Liu
Keyword(s):  
Physical Education ◽  
Teaching Method ◽  
Research Result ◽  
Multimedia Communication ◽  
Control Group ◽  
Traditional Teaching ◽  
Multimedia Teaching ◽  
Significant Difference ◽  
Motivation Level ◽  
Multi Media

Through adopting many research methods, such as literature, experimentation, questionnairesand mathematical statistics method, this study explores the effect of sports multimedia teaching on stimulating the college students’ sports motivation, makes comparison between multimedia teaching and traditional teaching in the EC course teaching, and makes use of sports motivation scale to make measurement. The research result shows that the sports motivation level of the students in the experimental class who are adopted multimedia teaching method to teach is significantly improved, and has significant difference with the control group who are adopted the traditional teaching approach. In physical education, the adoption of multi-media teaching can motivate and improve the sports motivation of the students, so the multimedia communication materials should be promoted in physical education.

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