scholarly journals Tennis Online Teaching Information Platform Based on Android Mobile Intelligent Terminal

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Qingyu Wang
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching Method ◽  
Smart Devices ◽  
Smart Device ◽  
Control Group ◽  
Traditional Teaching ◽  
Information Platform ◽  
Intelligent Terminal ◽  
Teaching Information

With the development of the information age, there is almost one mobile smart device based on android, which is inseparable from mobile smart devices in both learning and life. In order to explore the effects of mobile smart devices on tennis teaching, this article mainly introduces the research on the tennis online teaching information platform based on android mobile smart terminals. This article first uses the android system framework and software architecture to design the technical aspects of the tennis online teaching information platform and then analyzes and improves the functional and nonfunctional requirements of the tennis online teaching information platform and students’ needs for mobile learning. For the design of aspects other than the technology of the online teaching information platform, the control group and the experimental group were designed to carry out teaching experiments, comparing the traditional teaching methods and the teaching methods of the online teaching information platform to bring out different teaching effects to tennis teaching. The results show that online teaching has a better learning effect on tennis skills and tennis theory knowledge, and the academic performance of the traditional teaching method is improved by 20%. In terms of increasing interest in tennis courses, the online teaching information platform has improved 70% of students’ interest.

scholarly journals The Application and Countermeasure Analysis of the Blending Teaching Mode of Ideological and Political Courses

2020 ◽  
Vol 9 (6) ◽  
pp. 157
Author(s):  
Yafeng Zhao
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Development Trend ◽  
Traditional Education ◽  
Colleges And Universities ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
The Development Trend ◽  
Blended Teaching

Blending teaching mode is a teaching method that combines online teaching with offline teaching. It realizes the complementary advantages of online teaching and traditional teaching. The blending teaching method of ideological and political courses is conducive to improving the quality of teaching and will be the development trend of the reform of ideological and political courses in colleges and universities. This article elaborates on the advantages of ideological and political courses blended teaching, and analyzes the specific application countermeasures of ideological and political courses blended teaching mode, in order to help educators change the traditional education concept, promote the implementation of the blended teaching mode of ideological and political courses in colleges and universities, and improve the effectiveness of politics teaching.

scholarly journals The Impact of VR Application on Student’s Competency Development: A Comparative Study of Regular and VR Engineering Classes with Similar Competency Scopes

2019 ◽  
Vol 11 (8) ◽  
pp. 2221 ◽  
Author(s):  
Hee Lee ◽  
Shvetsova
Keyword(s):  
Comparative Study ◽  
Industrial Revolution ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Competency Development ◽  
University Of Technology ◽  
Significant Difference ◽  
The Difference ◽  
Group Interviews ◽  
The Impact

This research focuses on the Fourth Industrial Revolution and the Korean National Competency Standards. The aim of this research is to perform a comparative study of two university engineering courses to present the difference between the effect of virtual reality (VR)-based teaching and traditional teaching on learning robotics. To achieve this goal, the authors used the expert method, focus group interviews, and a comparative study. There were three hypotheses and four research questions on the relationship between teaching method and competency development. As a case study for this research, the authors chose Korea University of Technology and Education and designed a survey to assess students’ competencies. The participants were second- and third-grade university students. Quantitative data were collected from the interview forms developed by the researcher; qualitative data were analyzed using the expert method and a comparative study. A significant difference was observed between competency development in the VR class and that in a regular class with a similar syllabus. Furthermore, it was noted that different teaching methods affect competency development in different ways; VR tools develop some competencies, but not all of them. Authors found that the VR tool requires an appropriate teaching method and affects the student’s ability to develop competencies.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

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 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.

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