scholarly journals THE CONE OF EXPERIENCE IN TEACHING MATHEMATICS SYNCHRONOUSLY AND ASYNCHRONOUSLY

InterConf ◽  
2021 ◽  
pp. 218-226
Author(s):  
Diana Bîclea
Keyword(s):  
Information Processing ◽  
Teaching Methods ◽  
Online Teaching ◽  
Digital Tools ◽  
Teaching Mathematics ◽  
Learning Approaches ◽  
School Subject ◽  
Teaching Online ◽  
Teaching Tools

Teaching online is a new challenge for every single teacher. Mathematics in particular remains the school subject that requires special teaching tools. This article describes Edgar Dale’s «Cone of experience» and Bruner’s learning approaches for synchronous and asynchronous teaching in Mathematics. It also describes the most important tools that can be used for online teaching in a combination of both formats, asynchronous and synchronous. These teaching methods are described not only in terms of digital tools, but also in terms of Jerome Bruner’s theories on information processing.

scholarly journals UPDATING MATHEMATICAL KNOWLEDGE WHEN SOLVING PROBLEMS

2020 ◽  
Vol 70 (2) ◽  
pp. 90-96
Author(s):  
U.A. Kosybayeva ◽  
◽  
N.K Shamataeva ◽  
A.K Tleubergen ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Teaching Methods ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Heuristic Method ◽  
Teaching Mathematics ◽  
Teaching Tools ◽  
Article Analyse

The article deals with the issue of improving the methodology of teaching mathematics using new teaching methods in General education schools in the conditions of updated education. The authors characterize the implementation of the principles of didactics through teaching tools and their functions used in teaching mathematics in modern secondary schools. Among these methods, for example, the heuristic method analyzes several tasks from pages of school textbooks as an example and demonstrates learning results achieved in the same way. Using these examples, it is important for the student to analyze the problem depending on the topic of each lesson. In addition, the authors of this article analyse some peculiarities of mathematics teaching.

scholarly journals Teaching Medicine Online During the COVID-19 Pandemic: A Malaysian Perspective

2020 ◽  
Author(s):  
Aneesa Abdul Rashid ◽  
Mohd Radzniwan A Rashid ◽  
Mohamad Nurman Yaman ◽  
Irfan Mohamad
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Medical Science ◽  
Higher Learning ◽  
Learning Activities ◽  
Medical Teaching ◽  
Teaching Online ◽  
Face To Face

The COVID-19 pandemic affected institution of higher learning as some teaching and learning activities had to halt due to safety of the students and staff. Face to face teaching was stopped, and lecturers had to find other methods of teaching. Online teaching was the only allowed method. The methods were synchronous and asynchronous. Lecturers have had to find innovative ways to practice effective teaching methods. Assessments had to also be done online taking important factors into consideration, following steps given by authorities. This article discusses issues around medical teaching during the COVID-19 pandemic Bangladesh Journal of Medical Science Vol.19(0) 2020 p. S 77-S 81

scholarly journals The Feedback From Students on Offline Teaching, Online Teaching, and Blended Teaching of the "Contact Lenses" Course in Tianjin, China

2021 ◽  
Author(s):  
Hongmei ZHANG ◽  
Ying ZHU ◽  
Lin LIU ◽  
Weiping LIN ◽  
Tianpu GU ◽  
...  
Keyword(s):  
Academic Performance ◽  
Teaching Methods ◽  
Contact Time ◽  
Online Teaching ◽  
Contact Lenses ◽  
Teaching Method ◽  
Teaching Online ◽  
Offline Learning ◽  
Practice Time ◽  
Blended Teaching

Abstract Background: To determine the effect of the three teaching methods on the learning of contact lenses and provide recommendations to improve Contact Lenses teaching in optometric education.Methods: The survey was conducted at Tianjin Medical University with the students' evaluations of educational quality (SEEQ) questionnaire with a five-point Likert scale over 2 weeks in June 2021. It is for optometry students whose contact lenses were taught by any of three methods: 92 students enrolled in 2017 at Dagang campus performed online learning, 60 students enrolled in 2017 at Qixiangtai campus performed offline learning, and 100 students enrolled in 2018 at Dagang campus performed blended learning: both online and offline; A total of 252 students were invited to participate in this study. Descriptive statistics were performed to analyze SEEQ items. ANOVA was used to determine significant differences among different teaching methods.Results: 221 valid questionnaires were collected, with a response rate of 87.70% (221/252). Among them, 87(39.37%) were male, and 134(60.63%) were female. Offline teaching students had longer contact time with the faculty than online teaching and blended teaching (p<0.05). No statistically significant differences in sex or academic performance were found among 3 different teaching methods (p=0.33, p=0.91, respectively). There were 18.10% (40/221) of students who suggested increasing experiment and practice time.Conclusion: The traditional offline teaching method had a stable teaching effect. Students had more contact time with faculty than students taught by online and blended teaching. Online teaching and blended teaching worked as well as offline learning. The effectiveness was not be influenced by gender and academic performance.

Way to improve efficiency of teaching linear algebra to students with health disabilities by means of enlarged didactic units

2021 ◽  
pp. 65-71
Author(s):  
A.N. Semakin ◽  
◽  
G.P. Emgusheva
Keyword(s):  
Students With Disabilities ◽  
Linear Algebra ◽  
Teaching Methods ◽  
Educational Material ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Abstract Concepts ◽  
State Technical ◽  
Analytical Geometry ◽  
Time Gap

Presented is enlarged didactic units developed by P.M. Erdniev for teaching mathematics, that improves the ability of students to understand educational material. This effect is achieved as a result of organizing the educational process according to the principles of complementarity of teaching methods and the spatial and temporal combination of interrelated elements of knowledge. Among the basic mathematical disciplines taught at Bauman Moscow State Technical University for students with disabilities the most difficult discipline is Linear Algebra, which is due to its content and various problems with students’ health. Linear Algebra is largely based on the theory from Analytical Geometry that is quite well perceived by students with disabilities. A comparative analysis of these disciplines shows that the enlarged didactic units linking these disciplines together can significantly simplify the study of Linear Algebra. However, due to difficulties with scheduling the time gap between these disciplines can be up to two semesters, which makes it impossible to directly use the enlarged didactic units. To solve this problem, we introduce the supporting discipline "Cognitive technologies for supporting the discipline Linear Algebra" which runs in parallel with Linear Algebra and which is based on the material of Analytical Geometry. Forming its content in close connection with Linear Algebra in accordance with the main principles of the enlarged didactic units, we smoothly lead students to the understanding of abstract concepts of Linear Algebra, reducing the complexity of learning.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

scholarly journals Evaluating Dental Faculty’s Perspective regarding Emergency Introduction of Online Teaching and Learning: Early Experience during COVID-19 Lockdown in United States

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Aman Gupta ◽  
Ana Janic ◽  
Joshua Thomson
Keyword(s):  
New York ◽  
Student Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Impact ◽  
Teaching Experience ◽  
Exact Test ◽  
Holistic Understanding ◽  
Age Range

Objectives. The March 2020 lockdown mandated institution closures and forced educators to provide remote instruction. We intended to gain an in-depth and holistic understanding of dental faculty’s experience and perceptions during this mandatory shift. Insights were gathered in 6 key areas: prior remote instruction experience; magnitude of transition and frequency of instruction methods used; training received; preferred teaching methods based on how they promote student learning, interaction, engagement, and performance; social impact; and future of teaching. Methods. An anonymous QualtricsXM survey was distributed to all dental faculties at University of Detroit Mercy in May 2020. Data was collected over a three-week period and analyzed using Statistical Package for the Social Sciences (SPSS) Statistics 26 (IBM; Armonk, New York, USA). Pearson chi-squared test and Fisher’s exact test were used to evaluate categorical data. Results. Out of the 30 participants who transitioned to online remote instruction, 16 (53.3%) reported an age between 30 and 49 years and 14 (46.7%) reported ≥50 years of age. Our analysis revealed that faculty in 30–49-year age range had no prior online synchronous teaching experience. The transition was described as interesting, useful, time-consuming, and challenging. In-person live teaching received highest number of first place rankings (50%), and online asynchronous method received highest number of last place rankings (42.86%). Faculties in >50 year age range expressed maximum satisfaction with online small-group discussions, and those in 30–49 years age group were more satisfied with one-on-one online discussion. Conclusion. Our study finds that the faculty tends to gravitate to online methods that are similar to or mimic their past in-person teaching environment. Forced remote instruction gave new content delivery experiences to faculties of all ranges of age and experience in teaching. This exposure is likely to result in a more widespread adoption of a variety of instructional methods in future. Our study strongly suggests that traditional in-person instruction is the preferred method for delivery of content and is likely better for student learning. Majority of the faculties believed that the future of dental education would be a mix of both in-class and online instruction. In summer and fall 2021, our institution adopted hybrid, flexible models for didactic instruction to allow students the opportunity to digest content in their preferred method. Careful planning and systematic, continued training will be required to enhance technological skills and to incorporate newer models into didactic and clinical instruction. For the success of blended learning, courses will need redesigning of assessment methods, commitment, and support from administrators.

scholarly journals THE CHALLENGES OF ENGLISH TEACHERS IN REMOTE AREAS TOWARD ONLINE LEARNING DURING COVID-19 PANDEMIC

2021 ◽  
Vol 4 (4) ◽  
pp. 728
Author(s):  
Niely Fawaidah Virgin ◽  
Imam Qalyubi ◽  
Zaitun Qamariah
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Online Teaching ◽  
Interactive Media ◽  
English Teachers ◽  
Additional Time ◽  
Teaching Online ◽  
Remote Areas ◽  
Financial Condition ◽  
Teaching Learning

This study aimed at investigating the challenges and  identifying the way the English teachers solve the challenges toward online teaching during Covid-19 pandemic. This study was qualitative research. Three instruments were used to collect the data, those are: open-ended questionnaire, interview and documentation. As a result, this study showed that there were eight challenges experienced by the English teachers in remote areas toward online teaching during Covid-19 pandemic, those are: (1) inadequate infrastructure; (2) student’s learning attention; (3) financial condition; (4) students readiness; (5) parent’s concern; (6) designing materials; (7) measuring student’s understanding, and (8) the instability of student’s motivation. During teaching-learning process, there were various ways in overcoming the challenges done by the English teachers, those are: (1) create an interactive media; (2) decide the most suitable online learning tool; (3) give additional time for the students; (4) provide adequate facilities for both teacher and student in remote areas. Keywords:  Challenge, Covid-19 Pandemic, English Teaching, Online Learning

scholarly journals Analysis on the Innovation Ways of Student Management in Vocational Colleges in the New Era

2020 ◽  
Vol 9 (3) ◽  
pp. 110
Author(s):  
Yuan Zheng
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Vocational School ◽  
Vocational Schools ◽  
Online Homework ◽  
School Students ◽  
New Era ◽  
Student Management ◽  
Continuous Progress ◽  
Vocational Colleges

With the continuous progress of modernization, for vocational school students, they have more learning means and more ways to obtain information, such as using micro blog, wechat, and other micro communication carriers. And teachers also have more teaching methods, such as online teaching and setting online homework for students. Mankind has entered a new era. In this new era, vocational school student management is facing both opportunities for development, but also facing new problems and challenges. Therefore, on this basis, this paper will analyze the new scheme of student management in vocational schools in the new era, and put forward new cognition and understanding for the management of students

scholarly journals Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

2021 ◽  
Vol 12 (4) ◽  
pp. 279-301
Author(s):  
Ola Hafez ◽  
Yasmine Salah El-Din
Keyword(s):  
Coping Strategies ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Academic Institution ◽  
Cross Sectional ◽  
Teaching Online ◽  
Positive Effects ◽  
Teaching Context ◽  
Technical Issues ◽  
And Coping

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

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