Process and steps of a teaching method and learning performance

SITUARTE ◽  
2020 ◽  
Vol 15 (26) ◽  
Author(s):  
Santiago María
Keyword(s):  
Teaching Method ◽  
Learning Performance

Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

scholarly journals DIGITAL STORYTELLING AS A TEACHING METHOD IN ADULT EDUCATION - THE CORRELATION BETWEEN ITS EFFECTIVENESS AND WORKING MEMORY

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Konstantina Karanasiou ◽  
Christos Drosos ◽  
Dimitris Tseles ◽  
Dimitris Piromalis ◽  
Nikos Tsotsolas
Keyword(s):  
Working Memory ◽  
Adult Education ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Learning Performance ◽  
Effective Learning ◽  
Excellent Teaching ◽  
Information And Communication ◽  
Digital Stories ◽  
The Impact

<p>In recent years, technology has been growing rapidly. The impact that Information and Communication Technology (ICT) and associated teaching tools have on the learning process is already significant, and this is expected to grow further in the future. Digital Storytelling (DST) is a combination of interaction and learning at the same time and it could prove to be an excellent teaching method at the disposal of the educator. The present study is an attempt to examine the impact of the method in adult education, providing that the learners are the creators of digital stories. In addition, the current research is an attempt to examine the relationship between learners’ Working Memory and the impact of DST on their learning performance. The research has been conducted in a public vocational training institute. The findings revealed that DST is an effective learning tool in adult education that can improve learners’ performance. In addition, the findings suggest that the method is more effective in learners which have higher working memory rates than others.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

scholarly journals Comparative Analysis of the Effect of Immersive English Teaching

2021 ◽  
Vol 16 (23) ◽  
pp. 98-110
Author(s):  
Yanan Hao ◽  
Jiangyong Zhao ◽  
Kun Liang
Keyword(s):  
English Learners ◽  
Theoretical Basis ◽  
Learning Effect ◽  
Teaching Method ◽  
Learning Performance ◽  
English Learning ◽  
Reading And Writing ◽  
Immersive Environment ◽  
Bilingual Learning ◽  
Chinese English Learners

Immersive teaching has achieved remarkable results in bilingual learning. This teaching method creates an immersive environment for learners to understand and use languages. This paper explores the influence of immersive teaching on the learning performance, interest, and satisfaction of Chinese English learners, and provides several suggestions on how to apply immersive teaching. The results show that immersive teaching improves the listening, speaking, reading, and writing abilities of students. One semester of immersive teaching improved the scores of listening, reading, speaking, and writing by 6.53%, 6.85%, 5%, and 4.73%, respectively; while two semesters of immersive teaching improved them by 12.46%, 16.03%, 13.55%, and 9.92%, respectively. Thanks to immersive teaching, the students’ interest in English learning soared, and their satisfaction with English learning surpassed 50%. This research lays a theoretical basis for promoting immersive teaching, and improving students’ English learning effect.

scholarly journals Three Track Teaching Mode of Sports Anatomy Based on Innovative Theory

2020 ◽  
Vol 15 (24) ◽  
pp. 75
Author(s):  
Yujia Ren ◽  
Rong Tang ◽  
Xia Jiang
Keyword(s):  
Undergraduate Students ◽  
Evaluation System ◽  
Teaching Method ◽  
Teaching Experiment ◽  
Learning Performance ◽  
Teaching Mode ◽  
Performance Evaluation System ◽  
New Information ◽  
Innovation Ability ◽  
The Times

Sports anatomy is one of the compulsory courses in college. It is an important course for undergraduate students to complete the teaching link of practicing. This course is extremely practical and operational, and requires active learning. However, due to the limited classroom time, the increase in the number of students and the shortage of anatomical specimens, the traditional teaching of anatomy fails to inspire students' interest in learning and becomes unable to adapt to the requirements of the times. In this study, a three-track teaching mode was designed on the basis of combining the innovative talent training theory with the characteristics of sports anatomy. The teaching mode in this study is composed of eight learning stages: identifying problems, analyzing problems, generating hypotheses, confirming already-known knowledge, establishing required information, confirming resources, collecting new information, combining old and new knowledge. Meanwhile, case teaching method and team teaching method were incorporated into this mode. In addition, before, during and after class, 3D anatomy software both in the mobile version and CP version was used to urge students to take the initiative to learn and complete the learning tasks. Finally, according to the purpose of training innovative talents in this study, a new learning performance evaluation system was constructed in accordance with the characteristics of sports anatomy. It was found in this teaching experiment that this new teaching mode is conducive to improving the teaching effect, lays a foundation for promoting the quality of the teaching link of practicing, and stimulates the innovation ability of college students.

scholarly journals Implementing Mixed Method of Peer Teaching and Problem Solving on Undergraduate Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
A. Firli ◽  
R. Rismayani ◽  
P.M.T. Sitorus ◽  
B. Manuel
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Financial Management ◽  
Teaching Method ◽  
Peer Teaching ◽  
Learning Performance ◽  
Final Exam ◽  
Student Centered ◽  
Student Centered Learning

This study examined the application of problem solving method combined with student centered learning (peer teaching) method as a mixed method to improve student’s passing level of financial management course. The object of this study was the 84 students of financial management course separated within two classes during the odd semester period 2014/2015, July until December 2015 with fourteen meeting courses. Data used to measure the results of the application is mid and final exam scores of both classes. Researcher used observation, interview and documentation as data collect technique also triangulation technique as data validity check. This study used problem solving method combined with student centered learning (peer teaching) method as a mixed method which included into the Classroom Action Research. The final results show the increase in class A passing level is 17%. Class B passing level increased 3%. From the research we also know that in practical use of mixed method learning, leader’s quality and conducive learning environment are influencing factors in improving student’s learning performance. While the result confirms that mixed method improving learning performance, this study also founds additional factors that might be considerably affecting the results of learning performance when implementing the mixed method.

scholarly journals Effects of Using Task-Driven Classroom Teaching on Students’ Learning Attitudes and Learning Effectiveness in an Information Technology Course

2018 ◽  
Vol 10 (11) ◽  
pp. 3957 ◽  
Author(s):  
He-Hai Liu ◽  
Yu-Sheng Su
Keyword(s):  
Information Technology ◽  
Creative Thinking ◽  
Teaching Method ◽  
Learning Performance ◽  
Classroom Teaching ◽  
Learning Effectiveness ◽  
Information Technology Education ◽  
Learning Attitudes ◽  
Practice Teaching ◽  
Technology Course

The Internet era of the modern day means that information technology no longer depends on computer theory. Instead, new education methods are used for innovative application. Therefore, the task-driven classroom teaching method is integrated into information technology teaching of junior middle school by designing specific cases. From the theoretical knowledge teaching and the comprehensive operational practice teaching, we explore the effect of using the task-driven classroom learning method on students’ learning attitudes and learning effectiveness in an information technology course. The experimental results show that using the task-driven classroom teaching method has significant positive correlation on student learning performance, learning interest, and creative thinking. This idea can stimulate interest in learning and improve the comprehensive quality of students; thus, it can promote the reform of information technology education and curriculums. For a more detailed discussion, the results will be discussed in this paper.

Challenges in Delivering Case-Based Teaching in the Online Asynchronous Learning Environment

2011 ◽  
pp. 30-48
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Rong-An Shang
Keyword(s):  
Teaching Method ◽  
Cognitive Learning ◽  
Learning Performance ◽  
Asynchronous Learning ◽  
Case Method ◽  
Face To Face ◽  
Delivery Modes ◽  
Asynchronous Learning Environment ◽  
The Face ◽  
Asynchronous Methods

Case method teaching is prominent in its efficacy at improving the cognitive learning process in faceto- face classes. However, the efficacy of conducting this teaching method in an online asynchronous environment, where learners and instructor do not have real-time interactions, could be problematic. This study assesses and compares the efficacy of case method teaching in face-to-face and online asynchronous learning (OAL) environments. We proposed four hypotheses on the correlation between these two delivery modes of case method teaching and the learning performance of students. This study reports additional findings on the usage behavior of students in an online asynchronous environment. These findings are a useful aggregated surrogate to measure the effect of case teaching method in the online asynchronous environment. The overall findings of this study indicate that an online asynchronous environment can promote students’ participation in certain cases. As most antagonists for the adoption of online asynchronous case method surmised, cognitive learning gains via this learning method do not seem to be as high as in the face-to-face environment. The findings provide ample room for a further exploration of creative online asynchronous methods to continuously improve cognitive gains of learners.

The Effect of English for Specific Purposes (ESP) Learning-Language Lab versus Mobile-Assisted Learning

2017 ◽  
Vol 15 (3) ◽  
pp. 15-30 ◽  
Author(s):  
Ru-Chu Shih
Keyword(s):  
College Students ◽  
Language Learning ◽  
Mobile Learning ◽  
User Satisfaction ◽  
Teaching Method ◽  
English For Specific Purposes ◽  
Learning Performance ◽  
Learning Group ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

In recent years, the rapid advancement of information technology has had a great impact on our daily life and changed the world in which we operate; in particular, mobile devices have become more portable and powerful than ever. As a result, mobile-assisted language learning (MALL) and ubiquitous learning have been widely adopted in a variety of studies. However, the purpose of this study was to investigate the effects of teaching English for specific purposes (ESP), i.e., the Business Language Testing Service (BULATS) for college students in a language laboratory and through the mobile LINE app. A total of 72 college students were randomly assigned to two groups, a language lab group and a mobile learning group, for 10 weeks of instruction. The findings revealed that the students in the mobile learning group had significantly positive attitudes toward the teaching method and learning content and high user satisfaction. In addition, the learning performance of the students in the mobile learning group was better than that in the language lab group.

scholarly journals Enhancing English-Learning Performance through a Simulation Classroom for EFL Students Using Augmented Reality—A Junior High School Case Study

2020 ◽  
Vol 10 (21) ◽  
pp. 7854
Author(s):  
Yuh-Shihng Chang ◽  
Chao-Nan Chen ◽  
Chia-Ling Liao
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Junior High School ◽  
Teaching Method ◽  
Real Life ◽  
Learning Performance ◽  
Control Group ◽  
English Learning ◽  
Situational Context ◽  
Efl Students

In non-English-speaking countries, students learning EFL (English as a Foreign Language) without a “real” learning environment mostly shows poor English-learning performance. In order to improve the English-learning effectiveness of EFL students, we propose the use of augmented reality (AR) to support situational classroom learning and conduct teaching experiments for situational English learning. The purpose of this study is to examine whether the learning performance of EFL students can be enhanced using augmented reality within a situational context. The learning performance of the experimental student group is validated by means of the attention, relevance, confidence, and satisfaction (ARCS) model. According to statistical analysis, the experimental teaching method is much more effective than that of the control group (i.e., the traditional teaching method). The learning performance of the experimental group students is obviously enhanced and the feedback of using AR by EFL students is positive. The experimental results reveal that (1) students can concentrate more on the practice of speaking English as a foreign language; (2) the real-life AR scenarios enhanced student confidence in learning English; and (3) applying AR teaching materials in situational context classes can provide near real-life scenarios and improve the learning satisfaction of students.

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