Integrated Teaching: the Need of the Hour

Integration means a systemic organization of teaching matter pertaining to different disciplines coordinating delivery of the learner to give a holistic approach to medical study. The objective of this study is to compare the effectiveness of integrated with traditional teaching. Twenty integrated and ten traditional sessions were conducted over five semesters. Duration of each session was 90 minutes. Sample sizes for integrated and traditional groups were respectively 5600 and 1400 students. Pre and post- test scores for integrated, pre and post- test scores for traditional and post-test scores for integrated and traditional teaching groups were compared. Faculty and students’ feedback were analyzed. Difference in Pre and Post-Test scores for integrated teaching was statistically highly significant. Difference in Pre and Post-Test scores in traditional teaching group, though statistically significant, was less than that observed with integrated teaching .The difference in Post-Test scores obtained in integrated and traditional teaching groups was statistically highly significant. Ninety four percent Faculties agreed that integrated teaching was an effective mode of training. Ninety percent faculties rated the program on a higher scale. Ninety five percent students liked the concept of integrated teaching. .Student-centered, patient-oriented approach is the fruitful outcome of the integrated teaching model, which will definitely help us to have a much needed “Basic Doctor.” Bangladesh Journal of Medical Education Vol.13(1) January 2022: 79-86

Blended Oral English Teaching Based on Core Competence Training Model

The traditional mixed oral English teaching model has many obvious shortcomings, such as the inability to correct the students’ oral pronunciation errors and feed them back in time, which leads to the slow improvement of students’ English learning level. For this reason, this paper proposes a guided teaching model based on core literacy. According to the structure of the oral English mixed teaching model, determine the application plan of the oral English mixed teaching model, design the development environment, obtain the corpus, design the oral training model, extract the oral features, identify the wrong pronunciation and correct it in time, clarify the evaluation purpose, obtain preliminary evaluation indicators, reduce evaluation indicators and determine indicator weights, obtain indicator feature information, generate fuzzy rules, obtain fuzzy matrices, achieve quantitative evaluation, and synthesize all evaluation scores to construct a result vector matrix to realize the study of mixed spoken language teaching mode. Research shows that the mixed teaching method is effective and feasible and can effectively improve the accuracy of the evaluation results of the mixed oral English teaching model.

Meaningful Learning Model: The Impact on Students’ Reading Comprehension

The purpose of this study is examining the impact of meaningful learning model on students’ reading comprehension. This study uses true experimental research with pretest-posttest control group design. The class is divided into two classes; experimental class who receives treatments by using meaningful learning model and control class who receives treatments by using conventional teaching model. The total of sample is 110 students who are selected from eight grade students of junior high schools either state or private schools in Central Java Province. To obtain valid data, this study uses tests given at the pre-test and post-test in both classes. After the data is obtained, the data is analyzed by using the SPSS t-test formula. Based on the results of the calculations in the pretest and posttest, it was known that both classes are homogeneous and normally distributed from the calculation of the Levene’s test method and Saphiro-Wilk. In the pretest, t-count (0.452) is lower than t-table (1.982), whereas in the posttest, t-count (2.361) is higher than t-table (1.982). This indicates that meaningful learning model has an influence on student grades in reading comprehension rather than using conventional teaching model. Received: 4 October 2021 / Accepted: 17 November 2021 / Published: 3 January 2022

Application of blended teaching in public elective courses of design class

The development of education informatization has brought opportunities for teaching reform in colleges and universities, but there are still some shortcomings when applied to public elective courses (PEC). The Blended Teaching mode that combines the advantages of MOOC and SPOC teaching provides a new exploration for improving the teaching effect of public elective courses. This article relies on the “Everybody Loves Design” MOOC national boutique online open course of Chinese universities, and applies the Blended Teaching model to the teaching of “Industrial Design History” course, a PEC in Z colleges and universities. A teaching model including the selection of course teaching platform and teaching resources, teaching implementation, teaching effect evaluation, teaching reflection, etc was constructed. The results show that this model has a positive effect on improving students’ learning interest, learning autonomy and learning effect.

HYBRID LEARNING SEBAGAI ALTERNATIF MODEL PEMBELAJARAN TEMATIK DI KELAS 2 SEKOLAH DASAR PADA MASA PANDEMI

This study aims to describe the hybrid learning teaching model which is an alternative thematic teaching model in grade 2 SD. This research is a qualitative descriptive study. For data collection in this study, it will be done by taking secondary data in the form of interviews to support the literature review that has been collected by researchers. The stages of the research carried out were data collection in the form of interviews, articles, data reduction, and data review. This study shows the results of interviews with teachers who have knowledge of how well students learn online, and the disadvantages that face-to-face and virtual learning must bear simultaneously but still produce effective results for learning. Other results from proponents suggest that now, educators, administrators, and K-12 families and other education sectors can see the impact of hybrid teaching delivery options, all of which make teaching more effective.