Using Blended Learning in Developing Student Teachers Teaching Skills

ERIC Educational Resources Information Center

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

2012-01-01

The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

Student's perception about innovative teaching learning practices in Forensic Medicine.

PubMed

Gupta, Sanjay; Parekh, Utsav N; Ganjiwale, Jaishree D

2017-11-01

Since decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions. This pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire. Students reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71-95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75-92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%). Innovations in teaching-learning are need of hour especially in subject like Forensic

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction.

PubMed

Jafari, Zahra

2014-01-01

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. RESULTS revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

PubMed Central

Jafari, Zahra

2014-01-01

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning PMID:25250250

Learning Activities Utilized and Readiness for the Student Teaching Internship

ERIC Educational Resources Information Center

Stripling, Christopher T.; Thoron, Andrew C.; Estepp, Christopher M.

2014-01-01

Agricultural education has traditionally provided rich learning experiences for secondary school students; however, less attention has been paid to the learning experiences preservice agricultural education teachers utilize and provide secondary school students during the student teaching internship. This study sought to describe the learning…

Research on cultivating medical students' self-learning ability using teaching system integrated with learning analysis technology.

PubMed

Luo, Hong; Wu, Cheng; He, Qian; Wang, Shi-Yong; Ma, Xiu-Qiang; Wang, Ri; Li, Bing; He, Jia

2015-01-01

Along with the advancement of information technology and the era of big data education, using learning process data to provide strategic decision-making in cultivating and improving medical students' self-learning ability has become a trend in educational research. Educator Abuwen Toffler said once, the illiterates in the future may not be the people not able to read and write, but not capable to know how to learn. Serving as educational institutions cultivating medical students' learning ability, colleges and universities should not only instruct specific professional knowledge and skills, but also develop medical students' self-learning ability. In this research, we built a teaching system which can help to restore medical students' self-learning processes and analyze their learning outcomes and behaviors. To evaluate the effectiveness of the system in supporting medical students' self-learning, an experiment was conducted in 116 medical students from two grades. The results indicated that problems in self-learning process through this system was consistent with problems raised from traditional classroom teaching. Moreover, the experimental group (using this system) acted better than control group (using traditional classroom teaching) to some extent. Thus, this system can not only help medical students to develop their self-learning ability, but also enhances the ability of teachers to target medical students' questions quickly, improving the efficiency of answering questions in class.

The Role of Legitimacy in Student Teaching: Learning to "Feel" Like a Teacher

ERIC Educational Resources Information Center

Cuenca, Alexander

2011-01-01

A key factor in learning to teach during student teaching is the cooperating teacher, who supports and mentors prospective teachers. In the apprenticeship that is student teaching, the cooperating teacher serves as a gatekeeper to the experiential learning of pre-service teachers. Although several studies indicate the significant influence…

Transparency in Teaching: Faculty Share Data and Improve Students' Learning

ERIC Educational Resources Information Center

Winkelmes, Mary-Ann

2013-01-01

The Illinois Initiative on Transparency in Learning and Teaching is a grassroots assessment project designed to promote students' conscious understanding of how they learn and to enable faculty to gather, share, and promptly benefit from data about students' learning by coordinating their efforts across disciplines, institutions, and countries.…

Teaching Strategies in Introductory Sociology for College Students with Learning Disabilities.

ERIC Educational Resources Information Center

Adams, Murray C.; Crews, W. Bee

1991-01-01

Focuses on teaching techniques proven effective in reaching learning-disabled students enrolled in introductory sociology courses. Examines the definition and characteristics of such students. Finds these techniques increase teaching effectiveness and are useful for handicapped and nonhandicapped students. Suggests specific strategies and…

Technology in the teaching of neuroscience: enhanced student learning.

PubMed

Griffin, John D

2003-12-01

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

ERIC Educational Resources Information Center

Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

2016-01-01

This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning

ERIC Educational Resources Information Center

Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela

2018-01-01

Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…

Behavioral Objectives and Student Learning Contracts in the Teaching of Economics

ERIC Educational Resources Information Center

Journal of Economic Education, 1972

1972-01-01

The use of stated behavioral objectives and student learning contracts, planned and prepared by student and teacher, as teaching methods are discussed and an example of a learning contract is presented. (JB)

"Sankofa" Teaching and Learning: Evaluating Relevance for Today's African-American Student

ERIC Educational Resources Information Center

Talpade, Medha; Talpade, Salil

2014-01-01

The intent of this project was to identify and relate the values and perceptions of today's African American students to culturally relevant teaching and learning practices. The reason for relating student culture with teaching practices is to improve pedagogical processes for African American students. Culturally relevant pedagogy, according to…

Teaching Students with Learning Disabilities. Programming for Students with Special Needs, Book 6.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Special Education Branch.

Part of a seven-book series called "Programming for Students with Special Needs," this book offers all teachers information to enhance their understanding of learning disabilities and provides practical strategies to assist in teaching students with special needs. Section 1 discusses the definition of learning disabilities, labeling, and…

Students Teach Students: Alternative Teaching in Greek Secondary Education

ERIC Educational Resources Information Center

Theodoropoulos, Anastasios; Antoniou, Angeliki; Lepouras, George

2016-01-01

The students of a Greek junior high school collaborated to prepare the teaching material of a theoretical Computer Science (CS) course and then shared their understanding with other students. This study investigates two alternative teaching methods (collaborative learning and peer tutoring) and compares the learning results to the traditional…

Enhanced teaching and student learning through a simulator-based course in chemical unit operations design

NASA Astrophysics Data System (ADS)

Ghasem, Nayef

2016-07-01

This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding.

Empowering Students with Word-Learning Strategies: Teach a Child to Fish

ERIC Educational Resources Information Center

Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

2018-01-01

This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…

Improving Student Retention in Higher Education: Improving Teaching and Learning

ERIC Educational Resources Information Center

Crosling, Glenda; Heagney, Margaret; Thomas, Liz

2009-01-01

As a key performance indicator in university quality assurance processes, the retention of students in their studies is an issue of concern world-wide. Implicit in the process of quality assurance is quality improvement. In this article, we examine student retention from a teaching and learning perspective, in terms of teaching and learning…

LEARNING STYLE OF MEDICAL STUDENTS AND ITS CORRELATION WITH PREFERRED TEACHING METHODOLOGIES AND ACADEMIC ACHIEVEMENT.

PubMed

Bhalli, Muhammad Asif; Khan, Ishtiaq Ali; Sattar, Abdul

2015-01-01

Researchers have categorized the learning styles in many ways. Kolb proposed a classification of learner's styles as convergers, divergers, assimilators and accommodators. Honey and Mumford simplified learning styles as activists, reflectors, theorists and pragmatists. Neil Fleming's VARK model (Visual, Auditory, Read/write and Kinesthetic) is also popular. This study was carried out to determine the frequency of learning styles (Honey and Mumford) of medical students and its correlation with preferred teaching methodologies and academic achievements. A total of 77 medical students of 4th year MBBS were selected through non-probability convenient sampling for this study. Honey and Mumford's learning style questionnaire, and a 2nd questionnaire to know their preference for different teaching methodologies were distributed to the students. Learning styles were identified and correlated with preferred teaching methodologies and academic achievements by Chi-square test. Mean age of the medical students was 22.75 ± 1.05 years. Twenty one (27.3%) participants were males and 56 (72.7%) females. By learning styles, 7 (9.1%) medical students were activists, 36 (46.8%) reflectors, 13 (16.9%) theorists and 21 (27.3%) were pragmatists. Out of 77 students, 22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10 preferred demonstration on models. Only 01 students preferred one-way lecture as the best teaching methodology. No significant correlation was found between learning styles and preferred teaching methodologies and learning styles and academic scores. Most of the medical students had reflector (46.8%) and pragmatist (27.3%) learning styles. Majority preferred interactive lectures (28.57%) and problem based learning (25.98%) as teaching methodologies. Aligning our instructional strategies with learning styles of the medical students will improve learning and academic performance.

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways

ERIC Educational Resources Information Center

Jang, Hyungshim; Reeve, Johnmarshall; Halusic, Marc

2016-01-01

We tested the educational utility of "teaching in students' preferred ways" as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study…

Creative teaching method as a learning strategy for student midwives: A qualitative study.

PubMed

Rankin, Jean; Brown, Val

2016-03-01

Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep

Inspiring Exemplary Teaching and Learning: Perspectives on Teaching Academically Talented College Students--A Companion Piece to "Teaching and Learning in Honors." National Collegiate Honors Council Monograph Series

ERIC Educational Resources Information Center

Clark, Larry, Ed.; Zubizarreta, John, Ed.

2008-01-01

This monograph is a companion piece to "Teaching and Learning in Honors." The authors in this monograph are dedicated to exploring the sometimes magical, sometimes ordinary, sometimes rewarding, sometimes challenging connections between good teaching and deep, lasting learning. Questions regarding students' learning, pedagogical…

Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

NASA Astrophysics Data System (ADS)

Miller, Kelly Anne

The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to

Student-Faculty Team Teaching--A Collaborative Learning Approach

ERIC Educational Resources Information Center

Gucciardi, Enza; Mach, Calvin; Mo, Stephanie

2016-01-01

In this study, we aim to gage students' satisfaction, learning outcomes, and experiences with student-faculty team-teaching in an undergraduate quantitative-research-methods course. Three peer tutors co-taught with a faculty instructor each year, receiving pedagogical-placement credits. Data were collected via bi-weekly journals, a focus group,…

What the Student Does: Teaching for Enhanced Learning

ERIC Educational Resources Information Center

Biggs, John

2012-01-01

Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all…

Teaching for Developmental Growth: Learning Partnerships and Student Development in Graduate Education in China

ERIC Educational Resources Information Center

Cen, Yuhao

2018-01-01

Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…

Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning.

PubMed

Felder, E; Fauler, M; Geiler, S

2013-12-01

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

Strategies for Teaching Students with Learning and Behavior Problems. Fifth Edition.

ERIC Educational Resources Information Center

Bos, Candace S.; Vaughn, Sharon

This book provides information about general approaches to learning and teaching, offering descriptions of methods and procedures and focusing on classroom and behavior management, consultation, and working with parents and professionals. The 12 chapters include: (1) "The Teaching-Learning Process" (e.g., characteristics of students with…

Teaching massage to nursing students of geriatrics through active learning.

PubMed

Adler, Patricia A

2009-03-01

The use of massage in nursing practice has declined through the years in favor of high-tech interventions. This article describes a project using active learning to teach nursing students massage with dementia residents in assisted living. Students participated in a workshop to practice basic relaxation massage techniques with the guidance of their clinical instructor and then provided massages to resident volunteers. Afterward, students discussed their experience and completed a resident assessment form. The students requested more such activities, and the residents and facility management invited the students to return for another session. The instructor observed growth in the students' assessment skills and in their confidence. Use of massage to teach nursing students how to care for and relate to older adults with cognitive impairment is recommended. Further research is needed on the use of massage as an active learning method for nursing students in long-term care.

Learning through Teaching: Exploring What Conservatoire Students Learn from Teaching Beginner Older Adults

ERIC Educational Resources Information Center

Perkins, Rosie; Aufegger, Lisa; Williamon, Aaron

2015-01-01

Music is increasingly recognised as important in facilitating healthy ageing, yet little is known of what musicians themselves learn when they teach older adults. This article reports the practices of the "Rhythm for Life" project at the Royal College of Music in the UK, in which conservatoire students taught 10-week programmes of group…

Teaching and Learning in a University Classroom: A Norwegian Case Study on Students' Perspectives

ERIC Educational Resources Information Center

Postholm, May Britt

2007-01-01

This article focuses on student activity and how students experience learning. A teaching programme was both led and researched by the one teacher. The article describes a master's level teaching programme and presents the data collection strategies used by the teacher-researcher and presents learning viewed from the students' perspective. The…

Teaching/Learning Methods and Students' Classification of Food Items

ERIC Educational Resources Information Center

Hamilton-Ekeke, Joy-Telu; Thomas, Malcolm

2011-01-01

Purpose: This study aims to investigate the effectiveness of a teaching method (TLS (Teaching/Learning Sequence)) based on a social constructivist paradigm on students' conceptualisation of classification of food. Design/methodology/approach: The study compared the TLS model developed by the researcher based on the social constructivist paradigm…

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.

PubMed

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-05-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

Results of a study assessing teaching methods of faculty after measuring student learning style preference.

PubMed

Stirling, Bridget V

2017-08-01

Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.

Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

PubMed

Roca, Judith; Reguant, Mercedes; Canet, Olga

2016-11-01

Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using Student Competition Field Trips to Increase Teaching and Learning Effectiveness

ERIC Educational Resources Information Center

Galbraith, John M.

2012-01-01

Teaching and learning effectiveness may be enhanced in small-class settings where teachers can tailor materials and methods to individuals. Preparing students ahead of time for a week-long field trip to a new area that involves student-centered learning and a competition to promote student engagement should offer educational advantages. This…

Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

ERIC Educational Resources Information Center

Gerstner, Sabine; Bogner, Franz X.

2009-01-01

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

A Constructive Teaching Model in Learning Research Concept for English Language Teaching Students

ERIC Educational Resources Information Center

Anwar, Khoirul

2015-01-01

This is a study to focus on analyzing the use of constructive teaching method toward the students' motivation in learning content subject of Introduction to Research of English Language Teaching. By using a mix-method of qualitative and quantitative analysis, the data are collected by using questionnaire and classroom observation. The…

Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes

ERIC Educational Resources Information Center

Hatisaru, Vesife; Erbas, Ayhan Kursat

2017-01-01

The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers…

Medical Students Teaching Medical Students Surgical Skills: The Benefits of Peer-Assisted Learning.

PubMed

Bennett, Samuel Robert; Morris, Simon Rhys; Mirza, Salman

2018-04-10

Teaching surgical skills is a labor intensive process, requiring a high tutor to student ratio for optimal success, and teaching for undergraduate students by consultant surgeons is not always feasible. A surgical skills course was developed, with the aim of assessing the effectiveness of undergraduate surgical peer-assisted learning. Five surgical skills courses were conducted looking at eight domains in surgery, led by foundation year doctors and senior medical students, with a tutor to student ratio of 1:4. Precourse and postcourse questionnaires (Likert scales 0-10) were completed. Mean scores were compared precourse and postcourse. Surgical skills courses took place within clinical skills rooms in the Queen Elizabeth Hospital Birmingham (UK). Seventy students (59 medical, 2 dental, and 9 physician associate students) from a range of academic institutions across the UK completed the course. There was an overall increase in mean scores across all eight domains. Mean improvement score precourse and postcourse in WHO surgical safety checklist (+3.94), scrubbing (+2.99), gowning/gloving (+3.34), knot tying (+5.53), interrupted sutures (+5.89), continuous sutures (+6.53), vertical mattress sutures (+6.46), and local anesthesia (+3.73). Peer-assisted learning is an effective and feasible method for teaching surgical skills in a controlled environment, subsequently improving confidence among healthcare undergraduates. Such teaching may provide the basis for feasibly mass-producing surgical skills courses for healthcare students. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Student-Teachers' Approaches to Learning, Academic Performance and Teaching Efficacy

ERIC Educational Resources Information Center

Swee-Choo, Pauline Goh; Kung-Teck, Wong; Osman, Rosma

2012-01-01

Purpose: It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps…

Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods

The Relationship of Nursing Faculty Clinical Teaching Behaviors to Student Learning

ERIC Educational Resources Information Center

Kube, Marcia L.

2010-01-01

Clinical experience is the most important component of nursing education (Gaberson & Oermann, 2007; Walker, 2005). As part of the clinical learning environment, the clinical teaching behaviors of nursing faculty have significant potential to influence students' learning. Nurse educators have a responsibility to provide nursing students with…

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

PubMed Central

Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

2015-01-01

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to

Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

NASA Astrophysics Data System (ADS)

Dobbs, Vicki

Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students †

PubMed Central

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-01-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice. PMID:27158302

Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students.

PubMed

Kandi, Venkataramana; Basireddy, Parimala Reddy

2018-01-05

Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL

Assessing medical students' perception of effective teaching and learning in Nigerian medical school.

PubMed

Chinawa, Josephat M; Manyike, Pius; Chukwu, B; Eke, C B; Isreal, Odetunde Odutola; Chinawa, A T

2015-01-01

Medical education is always in a state of dynamic equilibrium with continuous evolution of new techniques in teaching and learning. Objective of this study is to determine medical students' perception on preferences of teaching and learning. A total of 207 medical students participated in the study. Most (73.9%) of them were males while the modal age group was 23-25 years. Majority (57.5%) of the students belong the middle socioeconomic class and 65.7% resided within the hostel. Majority of the students (48.8%) believe two hours is enough to per lecture. Among the five different teaching-learning methods investigated, use of multimedia methods was found to be most effective. There exist a statistically significant association was found only in gender with regular oral examinations (Χ2 = 4.5, df = 1, p = 0.03) and socioeconomic class with dictation of lecture notes (Χ2 = 17.9, df = 9, p = 0.03). The present day medical student will end up as a good clinician if modern techniques of teaching and communication skills of the lecturers are adopted.

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Productive Friction: How Conflict in Student Teaching Creates Opportunities for Learning at the Boundary

ERIC Educational Resources Information Center

Ward, Christopher J.; Nolen, Susan B.; Horn, Ilana S.

2011-01-01

Student teaching is contested ground for teacher candidates' learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates' learning. We use…

Using storytelling as an approach to teaching and learning with diverse students.

PubMed

Koenig, Jill M; Zorn, CeCelia R

2002-09-01

Storytelling is an approach to teaching and learning that develops from the lived experiences ofteachers, clinicians, and students. This article examines thestorytelling process used to help students explore personal roles and make sense of their lives, and as an approach to help diverse undergraduate students with various learning styles.

Teaching & Learning for International Students in a "Learning Community": Creating, Sharing and Building Knowledge

ERIC Educational Resources Information Center

Kemp, Linzi

2010-01-01

This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a…

Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students.

PubMed

Sivamalai, Sundram; Murthy, Shashidhar Venkatesh; Gupta, Tarun Sen; Woolley, Torres

2011-02-01

Technology has revolutionised teaching. Teaching pathology via digital microscopy (DM) is needed to overcome increasing student numbers, a shortage of pathology academics in regional medical schools, and difficulties with teaching students on rural clinical placement. To identify whether an online DM approach, combining digital pathology software, Web-based slides and classroom management software, delivers effective, practical pathology teaching sessions to medical students located both on campus and on rural placement. An online survey collected feedback from fourth and fifth year undergraduate James Cook University medical students on the importance of 16 listed benefits and challenges of using online DM to teach pathology, via a structured five-point Likert survey. Fifty-three students returned the survey (response rate = 33%). Benefits of online DM to teach pathology rated as 'very important' or 'extremely important' by over 50% of students included: higher quality images; faster learning; more convenient; better technology; everyone sees the same image; greater accessibility; helpful annotations on slides; cost savings; and more opportunity for self-paced learning out-of-hours and for collaborative learning in class. Challenges of online DM rated as 'very important' or 'extremely important' by over 50% of students included: Internet availability in more remote locations and potential problems using online technology during class. Nearly all medical students welcomed learning pathology via online digital technology. DM should improve the quantity, quality, cost and accessibility of pathology teaching by regional medical schools, and has significant implications for the growing emphasis in Australia for decentralised medical education and rural clinical placements. © 2011 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.

Encouraging Student Interest in Teaching Through a Medical Student Teaching Competition.

PubMed

DeSimone, Ariadne K; Haydek, John P; Sudduth, Christopher L; LaBarbera, Vincent; Desai, Yaanik; Reinertsen, Erik; Manning, Kimberly D

2017-08-01

Clinician educators have realized the value not only of assigning teaching roles to medical students but also of offering explicit training in how to teach effectively. Despite this interest in the development of medical students' teaching skills, formal teaching instruction and opportunities for practice are lacking. To encourage medical student interest in teaching, the authors developed and implemented a medical student teaching competition (MSTC) at Emory University School of Medicine during the summers of 2014, 2015, and 2016. Each year, eight student finalists were each paired with a physician "teaching coach" and given one month to prepare for the MSTC. During the competition, each finalist delivered an eight-minute presentation to a panel of seven physician and resident judges. The authors describe the development, implementation, and assessment of the MSTC. Approximately 150 medical students and faculty members attended the MSTC each year. The students in attendance felt that the MSTC made them more likely to seek out opportunities to learn how to teach effectively and to practice teaching. Additionally, some students are now more interested in learning about a career in academic medicine than they were before the MSTC. Given the need for more formal initiatives dedicated to improving the teaching skills of doctors-in-training, including medical students, innovative solutions such as the MSTC may enhance a medical school's existing curriculum and encourage student interest in teaching. The MSTC model may be generalizable to other medical schools.

The Use of Contextual Learning to Teach Biochemistry to Dietetic Students

ERIC Educational Resources Information Center

Macaulay, J. O.; Van Damme, M. -P.; Walker, K. Z.

2009-01-01

This article describes the use of contextualized and "blended" learning to teach biochemistry to dietetic students during the second year of their professional training in a 4-year undergraduate degree (Bachelor of Nutrition and Dietetics). Contextualized content was used to engage students and motivate them to learn biochemistry, which many…

Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education

ERIC Educational Resources Information Center

Cassidy, Simon

2016-01-01

Virtual learning environments (VLE) have become a standard feature of most courses in higher education, offering the potential to facilitate and improve teaching and learning. Whilst there is an implicit assumption that VLEs benefit student learning, much of the evidence originates from direct questioning of students about their satisfaction with…

Listening to and Learning from Students: Possibilities for Teaching, Learning, and Curriculum. Landscapes of Education

ERIC Educational Resources Information Center

Schultz, Brian D., Ed.

2010-01-01

This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children's perspectives about teaching and curriculum has the potential for increasing students' interest and participation in learning, their radical perspectives are still ignored or dismissed in theory…

Linking teaching and research in an undergraduate course and exploring student learning experiences

NASA Astrophysics Data System (ADS)

Wallin, Patric; Adawi, Tom; Gold, Julie

2017-01-01

In this case study, we first describe how teaching and research are linked in a master's course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of discovery-oriented environment. Data were collected through a survey, reflective writing, and interviews. Using a general inductive approach for qualitative analysis, we identified three themes related to the students' learning experiences: learning to navigate the field, learning to do real research, and learning to work with others. Overall, the students strongly valued learning in a discovery-oriented environment and three aspects of the course contributed to much of its success: taking a holistic approach to linking teaching and research, engaging students in the whole inquiry process, and situating authentic problems in an authentic physical and social context.

Enhancing Student Learning of Research Methods through the Use of Undergraduate Teaching Assistants

ERIC Educational Resources Information Center

Crowe, Jessica; Ceresola, Ryan; Silva, Tony

2014-01-01

By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants,…

The Effectiveness of Traditional and 21st Century Teaching Tools on Students' Science Learning

NASA Astrophysics Data System (ADS)

Bellflower, Julie V.

Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit national goal, the purpose of this mixed methods study was to determine whether traditional teaching tools (notes, lecture, and textbook) or 21st century teaching tools (online tutorials, video games, YouTube, and virtual labs) lead to greater gains in students' science learning. Bruner's constructivist and Bandura's social cognitive theories served as the foundations for the study. Quantitative research questions were used to investigate the relationship between the type of teaching tools used and student learning gains. Quantitative data from students' pre and posttests were collected and analyzed using a dependent samples t-test. Qualitative data were collected through a focus group interview and participant journals. Analysis of the qualitative data included coding the data and writing a descriptive narrative to convey the findings. Results showed no statistically significant differences in students' science achievement: both types of teaching tools led to student learning gains. As a result, an action plan was developed to assist science educators in the implementation of traditional and 21st century teaching tools that can be used to improve students' science learning. Implications for positive social change included providing science educators with a specific plan of action that will enhance students' science learning, thereby increasing science scores on the state and other high stakes tests.

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach.

PubMed

Lemos, Ana R; Sandars, John E; Alves, Palmira; Costa, Manuel J

2014-08-14

The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer's dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers' espoused theories and theories-in-use. A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education.

Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

PubMed

Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development

Learning Style-Based Teaching To Raise Minority Student Test Scores: There's No Debate!

ERIC Educational Resources Information Center

Burke, Karen; Dunn, Rita

2002-01-01

Explains how teachers in the Freeport, Illinois School District began teaching to individual learning styles to ensure that all of their students performed well in school. Notes that the teachers insisted that students learn differently from one another. Concludes that once students understood what they were required to learn and could work…

Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

NASA Astrophysics Data System (ADS)

Smith, Wade Clay, Jr.

The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

Science Teaching and Learning Activities and Students' Engagement in Science

ERIC Educational Resources Information Center

Hampden-Thompson, Gillian; Bennett, Judith

2013-01-01

The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International…

How Teachers Teach and Students Learn: "Successful Strategies for School." OECD Education Working Papers, No. 130

ERIC Educational Resources Information Center

Echazarra, Alfonso; Salinas, Daniel; Méndez, Ildefonso; Denis, Vanessa; Rech, Giannina

2016-01-01

This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented…

Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development.

PubMed

Luscombe, Ciara; Montgomery, Julia

2016-07-19

Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

The effect of teaching based on dominant learning style on nursing students' academic achievement.

PubMed

Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teaching Strategies: Supporting EAL Students in Learning Biology Terminology

ERIC Educational Resources Information Center

Fernando, Primani; Cooper, Rebecca

2017-01-01

This paper provides a brief introduction to teaching strategies that can be used to support English as Additional Language (EAL) students in learning biology terminology. The paper begins with an overview of EAL students and considers the difficulties that they may face in the classroom along with the challenges that mainstream teachers may have…

Students Learn by Doing: Teaching about Rules of Thumb.

ERIC Educational Resources Information Center

Cude, Brenda J.

1990-01-01

Identifies situation in which consumers are likely to substitute rules of thumb for research, reviews rules of thumb often used as substitutes, and identifies teaching activities to help students learn when substitution is appropriate. (JOW)

Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

ERIC Educational Resources Information Center

Vinciguerra, Salvatore

2016-01-01

Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

Teaching Organic Chemistry via Student-Directed Learning: A Technique that Promotes Independence and Responsibility in the Student

NASA Astrophysics Data System (ADS)

Katz, Marlene

1996-05-01

One of the frustrations of teaching is the failure of talented students due to lack of effort on their part. We have to admit that Organic chemistry presents many challenges to students. At the same time we are aware that students often defeat themselves by a combination of procrastination and cramming. The Student-Directed Learning (SDL) method discourages this student strategy. Instead SDL fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control. With SDL the course content is reorganized to make it more accessible to students. Learning modules are centered around "The Big Ideas". Each big idea is connected to its usefulness in pharmaceutical science, or is identified as a foundation idea for understanding subsequent course material. The class session is changed from traditional lecture to continuous dialogue between teacher and learners. Reading quizzes emphasize the importance of conscientious preparation for class. Structured retesting is offered to increase student self-confidence and learning. The extra effort required by the SDL method is more than compensated for by the improved grades, ACS exam scores, and student attitudes towards the course.

Incorporating E-learning in teaching English language to medical students: exploring its potential contributions.

PubMed

Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

2016-01-01

Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.

Medical Students' Learning from Patient-Led Teaching: Experiential versus Biomedical Knowledge

ERIC Educational Resources Information Center

Henriksen, Ann-Helen; Ringsted, Charlotte

2014-01-01

The aim of this study was to explore how medical students perceive the experience of learning from patient instructors (patients with rheumatism who teach health professionals and students) in the context of coupled faculty-led and patient-led teaching session. This was an explorative study with a qualitative approach based on focus group…

A Correspondence Analysis of Child-Care Students' and Medical Students' Knowledge about Teaching and Learning

ERIC Educational Resources Information Center

Askell-Williams, Helen; Lawson, Michael J.

2004-01-01

This paper describes the application of correspondence analysis to transcripts gathered from focussed interviews about teaching and learning held with a small sample of child-care students, medical students and the students' teachers. Seven dimensions emerged from the analysis, suggesting that the knowledge that underlies students' learning…

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach

PubMed Central

Lemos, Ana R.; Sandars, John E.; Alves, Palmira

2014-01-01

Objectives The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). Methods The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer’s dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Results Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers’ espoused theories and theories-in-use. Conclusions A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education. PMID:25341225

[Introduction of active learning and student readership in teaching by the pharmaceutical faculty].

PubMed

Sekiguchi, Masaki; Yamato, Ippei; Kato, Tetsuta; Torigoe, Kojyun

2005-07-01

We have introduced improvements and new approaches into our teaching methods by exploiting 4 active learning methods for pharmacy students of first year. The 4 teaching methods for each lesson or take home assignment are follows: 1) problem-based learning (clinical case) including a student presentation of the clinical case, 2) schematic drawings of the human organs, one drawing done in 15-20 min during the week following a lecture and a second drawing done with reference to a professional textbook, 3) learning of professional themes in take home assignments, and 4) short test in order to confirm the understanding of technical terms by using paper or computer. These improvements and new methods provide active approaches for pharmacy students (as opposed to passive memorization of words and image study). In combination, they have proven to be useful as a learning method to acquire expert knowledge and to convert from passive learning approach to active learning approach of pharmacy students in the classroom.

Assessing orientations to learning to teach.

PubMed

Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

2002-03-01

An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

Teaching Learning Concepts to Graduate Students through Writing

ERIC Educational Resources Information Center

Coberly-Holt, Patricia G.; Walton, S. Taylor

2017-01-01

Over a period of four years, the instructor of History and Theory of Adult Education monitored and recorded graduate students' reactions to the experiences of learning through writing assignments that incorporate diverse methods associated with stringent pedagogical and andragogical methods. After experiencing the two divergent teaching styles and…

Re/Learning Student Teaching Supervision: A Co/Autoethnographic Self-Study

ERIC Educational Resources Information Center

Butler, Brandon M.; Diacopoulos, Mark M.

2016-01-01

This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we…

Teaching and Learning

ERIC Educational Resources Information Center

Oppenheimer, Frank

1973-01-01

Presents some general ideas about teaching and learning, involving the characteristics and effectiveness of education, students' learning practices, and teachers' performance and class load. Indicates that the teacher should set up conductive environments and help students get unstuck in their learning. (CC)

Owning Their Learning: Using "Assessment for Learning" to Help Students Assume Responsibility for Planning, (Some) Teaching and Evaluation

ERIC Educational Resources Information Center

Conway, Robin

2011-01-01

Robin Conway's interest in student-led enquiry derived from a concern to encourage his students to take much more responsibility for their own learning. Here he explains how his department gradually learned to entrust students with defining the enquiry questions and planning the kinds of teaching and learning activities to be used over the course…

Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

ERIC Educational Resources Information Center

Lowe, Pam

2015-01-01

Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

ERIC Educational Resources Information Center

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-01-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In…

[Influence of learning styles of nursing students on teaching strategies choice].

PubMed

Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar

2012-12-01

The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.

Teaching and Learning Strategies for Serving Underrepresented Students: A Collection of Resource Documents.

ERIC Educational Resources Information Center

Grosz, Karen S., Comp.

Designed as a resource on teaching and learning strategies geared specifically toward underrepresented community college students, this collection of articles and reports includes the following: (1) "Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges," by Olivia Mercado, Cheryl Fong,…

My Teaching Learning Philosophy

ERIC Educational Resources Information Center

Punjani, Neelam Saleem

2014-01-01

The heart of teaching learning philosophy is the concept of nurturing students and teaching them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke (1990) education is a practice of artful action where teaching learning process is considered as design and knowledge is considered as colours. Teaching…

Students teaching students: evaluation of a "near-peer" teaching experience.

PubMed

Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?

PubMed

Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah

2014-09-01

Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.

Learning through teaching: empowering students and culturally diverse patients at a community-based nursing care center.

PubMed

Sensenig, Julia A

2007-08-01

This article addresses the effect of a nursing care center on student learning. Associate degree nursing students spend clinical days at a nursing care center that was created in collaboration with an inner-city clinic serving individuals who are uninsured and underinsured. The nursing students learn cultural sensitivity, teaching strategies, and interdisciplinary skills. The service-learning experience benefits the nursing students, the nursing department of the college, the patients who visit the nursing care center, the clinic, and the community. This article describes the development of the nursing care center, examples of teaching-learning opportunities, and evidence of student learning. This successful collaboration between a community college and an inner-city clinic can be Associareplicated by other nursing programs.

A review of teaching-learning strategies to be used with film for prelicensure students.

PubMed

Oh, Jina; De Gagné, Jennie Chang; Kang, Jeongae

2013-03-01

The use of film in nursing and medical education has been supported as an effective instructional method. The purpose of this article is to identify and synthesize the available studies on teaching-learning strategies to be used with film for prelicensure students. Electronic databases were searched to identify studies published in the English language between January 1990 and March 2012. Twenty-seven articles met the selection criteria for this review and were analyzed. After in-depth discussion about and investigation of the relevant literature, we narrowed down three teaching-learning strategies: reflective activities, practical activities, and evaluative activities. The synthesis of the identified teaching-learning strategies provides a data point for the development of more effective evidence-based learning activities for prelicensure students. Future studies should focus on the examination of teaching effectiveness and learning outcomes, as well as the evaluation of using film, to achieve nursing competencies appropriate to role preparation. Copyright 2013, SLACK Incorporated.

Students' Cognitive Processes While Learning from Teaching. Final Report (Volume One).

ERIC Educational Resources Information Center

Winne, Philip H.; Marx, Ronald W.

Research is reported on the cognitive mediational paradigm which postulates that teachers influence students' learning by causing them to think and behave in particular ways during teaching. Four studies are reported. The first describes five teachers and their students and explores, in classroom lessons, the cognitive processes students used in…

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

PubMed

Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

2016-03-20

This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

Teachers' and students' perspectives on teaching and learning through virtual learning environments

NASA Astrophysics Data System (ADS)

Limniou, M.; Smith, M.

2010-12-01

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers

ERIC Educational Resources Information Center

Governor, Donna; Hall, Jori; Jackson, David

2013-01-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…

The most successful method in teaching nursing students infection control - E-learning or lecture?

PubMed

Reime, Marit Hegg; Harris, Anette; Aksnes, June; Mikkelsen, Jane

2008-10-01

Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. The students received learning goals for the course and were divided into two groups: one group used the e-learning program, and the other group had 3-h-long lectures. After the course they took a multiple-choice test. In addition, three focus groups were established. The students were satisfied with both teaching approaches. The lectures provided a good introduction to the recommended reading. The e-learning program was rated as good on design, academic content, and the integrated tests were motivating for their learning. Specific learning goals were found to be useful. Gender and age, depending on the teaching approach used, were significant in determining the results of the test, the same were the number of sources used in preparing for the test. E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning.

Learning the pedagogical implications of student diversity: The lived experience of preservice teachers learning to teach secondary science in diverse classrooms

NASA Astrophysics Data System (ADS)

Larkin, Doug

This study explores the nature of the changes in thinking that occur in prospective teachers during teacher education programs, particularly as these changes pertain to the pedagogical implications of student diversity within the teaching of high school science. The specific research question examined here is: How do preservice secondary science teachers' conceptions about what it means to teach science in diverse classrooms change during a teacher education program, and in what ways are these changes influenced by their science methods courses and student teaching experiences? The theory of conceptual change serves as the framework for understanding preservice teacher learning in this study. In this research, I describe the experiences of six prospective secondary science teachers from four different teacher education programs located in the Midwestern United States using a multiple case study approach. Qualitative data was collected from students through interviews, questionnaires, teaching portfolios, written coursework, lesson planning materials, and naturalistic observations of student teaching. The questionnaire and interview protocols were based on those developed for the Teacher Education and Learning to Teach study (NCRTE, 1991) and adapted for specific science content areas. Findings of this study include the fact that participants came to view the salience of diversity in science teaching primarily in terms of students' interest, motivation, and engagement. Also, it appeared prospective teachers needed to first recognize the role that student thinking plays in learning before being able to understand the pedagogical implications of student diversity became possible. Finally, while all of the participants increasingly valued student ideas, they did so for a wide variety of reasons, not all of which related to student learning. The implications section of this study highlights opportunities for drawing on science education research to inform multicultural

Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science

ERIC Educational Resources Information Center

Wishart, Jocelyn

2017-01-01

This article reports on an exploration of teaching and learning through creating rudimentary stop-motion animations set up to identify how learning opportunities involving stop-motion animations can support student learning and science teacher education. Participants were student teachers, volunteers representing both secondary and primary school…

Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

ERIC Educational Resources Information Center

Çetin, Baris

2015-01-01

Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

Graduate Teaching Assistants in the Learning Paradigm: Beliefs about Inclusive Teaching

ERIC Educational Resources Information Center

Embry, Priscilla B.; McGuire, Joan M.

2011-01-01

The learning paradigm emphasizes teaching in ways that facilitate learning for all students. As novice instructors of an increasingly diverse student population, graduate teaching assistants (GTAs) frequently have full responsibility for teaching undergraduate courses. This study investigated GTAs' beliefs about including diverse learners in their…

Learning among nursing faculty: insights from a participatory action research project about teaching international students.

PubMed

Del Fabbro, Letitia; Mitchell, Creina; Shaw, Julie

2015-03-01

It is imperative that nursing education addresses the issues arising from globalization. The adjustment challenges faced by international nursing students globally highlight the need to understand how nursing faculty experience and teach nursing classes with a mix of domestic and foreign students. This article reports on a participatory action research (PAR) study to examine and enhance the scholarly teaching of international nursing students. The overarching research question for this PAR was: How did participation in a PAR study contribute to shared learning and professional development of nursing faculty teaching international students? Five major themes were identified across the PAR: creating sharing spaces, recognizing and respecting diversity, developing and acknowledging teaching capabilities, utilizing precious time, and valuing the research. In summary, PAR was a useful approach to engage faculty in research by providing a process and a space to address concerns about the teaching and learning of international students. Copyright 2015, SLACK Incorporated.

Incorporating E-learning in teaching English language to medical students: exploring its potential contributions

PubMed Central

Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

2016-01-01

Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837

The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology

ERIC Educational Resources Information Center

Gopalan, Chaya; Klann, Megan C.

2017-01-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student…

Dental students' and staff perceptions of the impact of learning environment disruption on their learning and teaching experiences.

PubMed

The, A J M; Adam, L; Meldrum, A; Brunton, P

2017-10-06

This project is a qualitative investigation into student and staff experiences of the effect of a major building redevelopment on their Dental School learning and teaching environments. Currently, there is little research exploring the impact of disruptions to the learning environment on students' learning and staff teaching experiences. Data were collected in 2016 using an online survey, semi-structured interviews and focus groups with students and staff. Data were analysed using a general inductive approach. Four broad themes emerged as follows: (i) students valued having a space for personal and collaborative work within the Dental School; (ii) both staff and students positioned staff contributions to learning experiences above the role of the physical learning environment; (iii) the majority of staff and students not feel that the physical environment limited their clinical training; and (iv) staff and students were able to adapt to the impact of building redevelopment through resilience and organisation. Results of this research have informed the provision of collegial spaces at the School, both as the building redevelopment continues, and in planning for the completed building. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

An Active Learning Approach to Teaching Variance Analysis to Accounting Students

ERIC Educational Resources Information Center

Pollard, William B.

2014-01-01

This paper looks at an activity that breaks the normal classroom teaching pattern (where students are often content to be reluctant, inactive participants in the learning process) with an activity that is likely a new experience for most students--letting the students create and solve their own problems. This is done within a problem structure…

Students' Learning of a Generalized Theory of Sound Transmission from a Teaching-Learning Sequence about Sound, Hearing and Health

NASA Astrophysics Data System (ADS)

West, Eva; Wallin, Anita

2013-04-01

Learning abstract concepts such as sound often involves an ontological shift because to conceptualize sound transmission as a process of motion demands abandoning sound transmission as a transfer of matter. Thus, for students to be able to grasp and use a generalized model of sound transmission poses great challenges for them. This study involved 199 students aged 10-14. Their views about sound transmission were investigated before and after teaching by comparing their written answers about sound transfer in different media. The teaching was built on a research-based teaching-learning sequence (TLS), which was developed within a framework of design research. The analysis involved interpreting students' underlying theories of sound transmission, including the different conceptual categories that were found in their answers. The results indicated a shift in students' understandings from the use of a theory of matter before the intervention to embracing a theory of process afterwards. The described pattern was found in all groups of students irrespective of age. Thus, teaching about sound and sound transmission is fruitful already at the ages of 10-11. However, the older the students, the more advanced is their understanding of the process of motion. In conclusion, the use of a TLS about sound, hearing and auditory health promotes students' conceptualization of sound transmission as a process in all grades. The results also imply some crucial points in teaching and learning about the scientific content of sound.

The teaching-learning approach and critical thinking development: a qualitative exploration of Taiwanese nursing students.

PubMed

Lin, Chun-Chih; Han, Chin-Yen; Pan, I-Ju; Chen, Li-Chin

2015-01-01

Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching-learning strategy, enhancing CT, and transiting into a different learning style. The teaching-learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching-learning with a far-reaching significance. Copyright © 2015 Elsevier Inc. All rights reserved.

Teaching as Improvisational Experience: Student Music Teachers' Reflections on Learning during an Intercultural Project

ERIC Educational Resources Information Center

Westerlund, Heidi; Partti, Heidi; Karlsen, Sidsel

2015-01-01

This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and…

More Learning and Less Teaching? Students' Perceptions of a Histology Podcast

ERIC Educational Resources Information Center

Beylefeld, A. A.; Hugo, A. P.; Geyer, H. J.

2008-01-01

The increased use of new teaching and learning technologies in higher education environments makes it possible for academic staff to meet the challenge of having to teach students who are diverse in terms of academic, social and language backgrounds. This study reports how the incorporation of podcasts to supplement visual histology learning…

Matching student personality types and learning preferences to teaching methodologies.

PubMed

Jessee, Stephen A; O'Neill, Paula N; Dosch, Robert O

2006-06-01

The purpose of this study was to identify teaching styles that complement the learning preferences of undergraduate dental students while enhancing the quality of patient care. A formidable challenge to reform in dental education has been overcoming the resistance by faculty and administration to recommended changes. The organizational structure of dental institutions, with their independent departments, makes obtaining consensus on educational issues difficult. For beneficial change to occur, clear evidence of the benefits to all within the organization must be presented. The objectives of the study were to 1) identify the most common personality types among first- and second-year undergraduate dental students at the University of Texas Dental Branch at Houston using the Myers-Briggs Type Indicator (MBTI); 2) identify the learning preferences of these personality types; and 3) determine a more effective approach to teaching clinical dentistry based upon student personality types and learning preferences. Four common personality types were identified among respondents: ISTJ, ESFJ, ESTJ, and ISFJ, with a predisposition for Sensing (S) (desire for facts, use of senses) over Intuition (N) (look for possibilities, relationships) and Judging (J) (prefers decisiveness, closure) over Perceiving (P) (desire flexibility, spontaneity). The most common occurring personality type, ISTJ, represents an Introverted, Sensing, Thinking, Judging individual. Specific clinical curricular techniques that would appeal to these common personality types are identified, and an explanation of their benefit is provided. Results of this study demonstrate the importance of faculty understanding and acknowledging different student personality types and related learning preferences as a way to initiate improvement of undergraduate dental education, promote student motivation, and allow for an expression of learning style preference.

What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?

ERIC Educational Resources Information Center

Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene

2016-01-01

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

Summer School Teaching and Learning: Some Thoughts from Undergraduate Business Students

ERIC Educational Resources Information Center

Ho, Henry; Karagiannidis, Vanaja

2007-01-01

This paper analyses summer teaching and learning from an undergraduate business student's perception. The survey reported here was designed to investigate how undergraduate business students perceived a marketing subject--Introduction to Marketing-- during summer school. At the same time, this research investigates the duration of study, the…

Evaluation of Teaching and Learning in Family Medicine by Students: A Sri Lankan Experience

PubMed Central

Ramanayake, R. P. J. C.; De Silva, A. H. W.; Perera, D. P.; Sumanasekara, R. D. N.; Gunasekara, R.; Chandrasiri, P.

2015-01-01

Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Results: Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Conclusions: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them. PMID:25810980

Evaluation of teaching and learning in family medicine by students: a sri lankan experience.

PubMed

Ramanayake, R P J C; De Silva, A H W; Perera, D P; Sumanasekara, R D N; Gunasekara, R; Chandrasiri, P

2015-01-01

Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

Development and implementation of a longitudinal students as teachers program: participant satisfaction and implications for medical student teaching and learning.

PubMed

Yeung, Celine; Friesen, Farah; Farr, Sarah; Law, Marcus; Albert, Lori

2017-01-31

Teaching is a key component of medical practice, but medical students receive little formal training to develop their teaching skills. A longitudinal Students as Teachers (SAT) program was created at the University of Toronto to provide medical students with opportunities to acquire an understanding of educational pedagogy and practice teaching early in their medical training. This program was 7-months in duration and consisted of monthly educational modules, practical teaching sessions, feedback, and reflective exercises. A mixed methods study design was used to evaluate initial outcomes of the SAT program by obtaining the perspectives of 18 second-year medical students. Participants filled out questionnaires at the beginning and end of the 7-month program to indicate their skill level and confidence in teaching. Differences between pre- and post-intervention scores were further explored in a group interview of 5 participants. Participants expressed a high degree of satisfaction with the SAT program structure and found the educational modules and practical teaching sessions to be particularly beneficial to their learning. Over the course of the program, there were significant increases in students' confidence in teaching, and self-perceived teaching capacity and communication skills. Furthermore, participants discussed improvements in their effectiveness as learners. Teaching is a skill that requires ongoing practice. Our results suggest that a longitudinal program consisting of theoretical modules, practical teaching sessions, feedback, and reflective exercises for medical students may improve teaching and communication skills, and equip them with improved learning strategies. This program also provides students with insight into the experience of teaching while holding other academic and clinical responsibilities.

Teaching and Learning Science with Understanding to Limited English Proficient Students: Excellence through Reform.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students'…

Finding the Right Mix: Teaching Methods as Predictors for Student Progress on Learning Objectives

ERIC Educational Resources Information Center

Glover, Jacob I.

2012-01-01

This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning…

Embodied Learning: Teaching Sexuality and Religion to a Changing Student Body

ERIC Educational Resources Information Center

Ott, Kate; Stephens, Darryl W.

2017-01-01

Sexuality, more so than other subject areas, magnifies the embodied nature of teaching and learning as well as conspicuously silences open dialogue given its taboo status in many religious and theological contexts. Yet, student learning about sexuality that incorporates knowledge of and about religion, in particular, may greatly improve the public…

Crossing professional barriers with peer-assisted learning: undergraduate midwifery students teaching undergraduate paramedic students.

PubMed

McLelland, Gayle; McKenna, Lisa; French, Jill

2013-07-01

Peer assisted learning (PAL) has been shown in undergraduate programmes to be as effective as learning from instructors. PAL is a shared experience between two learners often with one being more senior to the other but usually both are studying within the same discipline. Interprofessional education occurs when two or more professionals learn with, from and about each other. Benefits of PAL in an interprofessional context have not been previously explored. As part of a final year education unit, midwifery students at Monash University developed workshops for second year undergraduate paramedic students. The workshops focused on care required during and after the birth of the baby. To investigate the benefits of an interprofessional PAL for both midwifery and paramedic students. Data for this project were obtained by both quantitative and qualitative methods. Questionnaires were distributed to both cohorts of students to explore experiences of peer teaching and learning. Results were analysed using Statistical Package for Social Sciences (SPSS). Focus groups were conducted separately with both cohorts of students and transcripts analysed using a thematic approach. Response rates from the midwifery and paramedic students were 64.9% and 44.0% respectively. The majority of students regardless of discipline enjoyed the interprofessional activity and wanted more opportunities in their curricula. After initial anxieties about teaching into another discipline, 97.3 (n = 36) of midwifery students thought the experience was worthwhile and personally rewarding. Of the paramedic students, 76.9% (n = 60) reported enjoying the interaction. The focus groups supported and added to the quantitative findings. Both midwifery and paramedic students had a new-found respect and understanding for each other's disciplines. Midwifery students were unaware of the limited knowledge paramedics had around childbirth. Paramedic students admired the depth of knowledge displayed by the midwifery

Graduate and Undergraduate Students Together: An Experiential Learning Model for Teaching Student Development Theory in Student Personnel Preparation Programs.

ERIC Educational Resources Information Center

Champagne, Delight E.

Undergraduates on college campuses are one of the best resources for learning about college student development. Nonetheless, graduate programs which prepare student personnel professionals have typically neglected to involve undergraduates in courses which attempt to teach student development theory and research. Without input and feedback from…

Diverse and participative learning methodologies: a remedial teaching intervention for low marks dental students in Chile.

PubMed

Alcota, Marcela; Muñoz, Andrea; González, Fermín E

2011-10-01

The purpose of this educational intervention was to diagnose the learning style of a group of low marks (i.e., grades) dental students in Chile and improve their academic achievement by means of remedial teaching. The intervention group was composed of ten students in endodontics and eleven in pedodontics with low marks. These two groups were mutually exclusive. The Kolb test of learning styles was applied to the low mark students group and to the rest of the class (n=72). Diverse methodologies were applied to the low marks students, such as seminars, case-based learning and problem-based learning, directed study, plenary discussions and debate, integration and questions, and web-based learning in an effort to cover all learning styles. Students' perceptions of the educational intervention were assessed by means of a questionnaire. The learning styles of the low marks group were mainly divergent (52.4 percent) and convergent (19 percent). Accommodators and assimilators were 14.3 percent each. The rest of the class showed a very distinct frequencies distribution: divergent 18 percent, convergent 20 percent, accommodators 28 percent, and assimilators 34 percent. After the educational intervention, the mean of the scores obtained by the intervention group in formal evaluations was higher than the average scores obtained before the intervention for both courses. Students' perceptions of the activities were that they were effective for their learning process (76 percent) and that the teaching methodologies were useful mainly to clarify concepts and contents from both courses (82 percent). We can conclude that the use of diverse and participative teaching methodologies in a remedial teaching intervention, to cover all the different learning styles of the students, contributes to improve their marks in formal evaluations.

Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

PubMed Central

Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.

2014-01-01

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students. PMID:25452487

Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process

ERIC Educational Resources Information Center

Haber-Curran, Paige; Tillapaugh, Daniel W.

2015-01-01

Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students' reflective narratives, the authors explore students' experiences of and process of…

Teachers and Students' Stereotypes about the Teaching and Learning of English

ERIC Educational Resources Information Center

Roberto Flórez, Eliana Edith; Arias Rodríguez, Gladis Leonor

2016-01-01

This article is the result of a research study that examined teachers and undergraduate students' stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to…

Effective Teaching Strategies for Gifted/Learning-Disabled Students with Spatial Strengths

ERIC Educational Resources Information Center

Mann, Rebecca L.

2006-01-01

This study sought to determine effective teaching strategies for use with high-ability students who have spatial strengths and sequential weaknesses. Gifted students with spatial strengths and weak verbal skills often struggle in the traditional classroom. Their learning style enables them to grasp complex systems and excel at higher levels of…

A new approach to learning how to teach: medical students as instructional designers.

PubMed

Novak, Sean H; Quinn, Molly; Canan, Timothy; Metten, Shaleen; Wisco, Jonathan J; Wimmers, Paul F; Uijtdehaage, Sebastian

2011-01-01

As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.

Teaching or Learning?

ERIC Educational Resources Information Center

Milton, Ohmer

This article, the 6th in a series of AAHE research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored…

Gaming, texting, learning? Teaching engineering ethics through students' lived experiences with technology.

PubMed

Voss, Georgina

2013-09-01

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

A Study of Community College Learner-Centered Teaching Styles and Students' Motivation to Learn

ERIC Educational Resources Information Center

Rossi, Cindy M.

2010-01-01

The purpose of this study was to investigate the relationship between community college business faculty members' perceptions of their use of learner-centered teaching practices and their students' perceptions of their motivation to learn. Learner-centered teaching practices have been linked to students' motivation. This study used on-line survey…

Equitable Mathematics Teaching and Learning in Practice: Exploring Students' Negotiations of Identity and Power

ERIC Educational Resources Information Center

Harper, Frances Kay

2017-01-01

This dissertation builds on and extends research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice, complex instruction, and project-based learning, and students' learning and identity development. Although different in their structures and strategies, equity-minded mathematics…

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Students' Perceptions of Teaching and Learning Practices: A Principal Component Approach

ERIC Educational Resources Information Center

Mukorera, Sophia; Nyatanga, Phocenah

2017-01-01

Students' attendance and engagement with teaching and learning practices is perceived as a critical element for academic performance. Even with stipulated attendance policies, students still choose not to engage. The study employed a principal component analysis to analyze first- and second-year students' perceptions of the importance of the 12…

Impact of a Resident-as-Teacher Workshop on Teaching Behavior of Interns and Learning Outcomes of Medical Students

PubMed Central

Hill, Andrew G.; Srinivasa, Sanket; Hawken, Susan J.; Barrow, Mark; Farrell, Susan E.; Hattie, John; Yu, Tzu-Chieh

2012-01-01

Background Residents and interns are recognized as important clinical teachers and mentors. Resident-as-teacher training programs are known to improve resident attitudes and perceptions toward teaching, as well as their theoretical knowledge, skills, and teaching behavior. The effect of resident-as-teacher programs on learning outcomes of medical students, however, remains unknown. An intervention cohort study was conducted to prospectively investigate the effects of a teacher-training workshop on teaching behavior of participating interns and on the clerkship learning outcomes of instructed fourth-year medical students. Methods The House Officer-as-Teacher Training Workshop was implemented in November 2009 over 1.5 days and attended by all 34 interns from one teaching hospital. Subsequently, between February and August 2010, 124 fourth-year medical students rated the observable teaching behavior of interns during 6-week general surgery clerkships at this intervention hospital as well as at 2 comparable hospitals serving as control sites. Ratings were collected using an anonymous 15-item Intern Clinical Teaching Effectiveness Instrument. Student achievement of clerkship learning outcomes during this period was evaluated using a validated and centralized objective structured clinical examination. Results Medical students completed 101 intern clinical teaching effectiveness instruments. Intern teaching behavior at the intervention hospital was found to be significantly more positive, compared with observed behavior at the control hospitals. Objective structured clinical examination results, however, did not demonstrate any significant intersite differences in student achievement of general surgery clerkship learning outcomes. Conclusions The House Officer-as-Teacher Training Workshop noticeably improved teaching behavior of surgical interns during general surgery clerkships. This improvement did not, however, translate into improved achievement of clerkship learning

Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching

ERIC Educational Resources Information Center

Chamany, Katayoun; Allen, Deborah; Tanner, Kimberly

2008-01-01

Teaching students to make connections between what they learn in the classroom and what they see in everyday life is imperative. As biology instructors, they may choose to teach biology devoid of social context, believing that students can make these connections on their own. However, students model their instructors' behaviors, and follow their…

Ten Things that Teachers Should Teach (and Students Should Learn) about Language.

ERIC Educational Resources Information Center

Barratt, Leslie

1988-01-01

To create an environment which motivates students to learn the conventions of formal writing, teachers must teach children the place that these conventions have in language and in linguistic history. Principles that give students a broad picture of language are listed. (JL)

Mexican High School Students' Social Representations of Mathematics, Its Teaching and Learning

ERIC Educational Resources Information Center

Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

2015-01-01

This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of "mathematics", "learning mathematics" and "teaching mathematics" were identified in a group of 50 students. Focus group interviews were carried…

Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study.

PubMed

Lee, Kwo-Chen; Yu, Chin-Ching; Hsieh, Pei-Ling; Li, Chin-Ching; Chao, Yann-Fen C

2018-05-01

Empathy is an important clinical skill for nursing students, but it is a characteristic difficult to teach and assess. To evaluate the effect of situated teaching on empathy learning among undergraduate nursing students. A cohort study with pre-post-test quasi-experimental design. The 2nd-year students were enrolled from two BSN programs. The teaching program was completed over 4 months on the basis of experiential learning theory which integrated the following four elements: classroom-based role play, self-reflection, situated learning and acting. The Jefferson Scale of Empathy-Health Profession-Student version was administered before and after the program. Objective Structure Clinical Examination (OSCE) was administered at the end of program and a rubrics scale was used to measure empathy. A generalized estimation equation was used to identify the effect of subjective empathy, and an independent t-test was used for the objective assessment between two groups. A total of 103 students were enrolled. The results showed that subjective empathy increased significantly in experimental group. In the Objective Structured Clinical Examination, examiners and standard patients gave significantly higher empathy scores to the situated teaching group than the control group. The present study indicated that situated teaching can improve empathy learning of the nursing students. However different methods of assessment of empathy produce different results. We therefore recommend that multiple measurements from difference perspectives are preferable in the assessment of empathy. Copyright © 2018 Elsevier Ltd. All rights reserved.

Teaching for Deep Learning

ERIC Educational Resources Information Center

Smith, Tracy Wilson; Colby, Susan A.

2007-01-01

The authors have been engaged in research focused on students' depth of learning as well as teachers' efforts to foster deep learning. Findings from a study examining the teaching practices and student learning outcomes of sixty-four teachers in seventeen different states (Smith et al. 2005) indicated that most of the learning in these classrooms…

Teaching Quality, Learning Satisfaction, and Academic Performance among Hospitality Students in Taiwan

ERIC Educational Resources Information Center

Ko, Wen-Hwa; Chung, Feng-Ming

2014-01-01

The purpose of this study is to examine the effect of the teaching quality of culinary arts teachers and student learning satisfaction on the academic performance of hospitality students. This study surveys the students in hospitality departments at universities in Taiwan. A total of 406 (81.2%) valid questionnaires were received. Research results…

Teaching and Learning in History: Effective and Reform-Based Practices for Students with Learning Disabilities

ERIC Educational Resources Information Center

De La Paz, Susan

2013-01-01

This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary…

Leadership "of" Teaching "for" Student Learning in Higher Education: What Is Needed?

ERIC Educational Resources Information Center

Quinlan, Kathleen M.

2014-01-01

Mainstream higher education research on leadership largely overlooks the leadership of teaching and learning. This paper presents a model of leadership that integrates various elements needed to create universities that intentionally promote holistic student learning and development. The model links organisational development, the development of…

Preregistration nursing students' perspectives on the learning, teaching and application of bioscience knowledge within practice.

PubMed

Molesworth, Mark; Lewitt, Moira

2016-03-01

This paper aims to explore student nurses' experiences of bioscience learning, teaching and application within the practice setting. It draws upon the social learning theory of communities of practice to consider the issues raised. The teaching of bioscience within many nursing curricula has shifted from traditional to more integrated approaches. Student nurses recognise bioscience as a valuable component of their studies, but many find it challenging. The focus of previous research in this area has often focussed on bioscience learning in theoretical rather than practice settings. A phenomenological study. Data were collected via focus group or interview with a total of seven students across two campuses in a Scottish university. Participants were offered the opportunity to share their experiences at both the end of year one and year two of their studies. A thematic analysis was undertaken independently then jointly by the authors. The findings suggest that although participants recognise the value of bioscience within practice settings, they found that opportunities for learning were often limited. Bioscience-related learning, teaching and application was perceived to have been given less legitimacy by the practice setting than other aspects of placement activity. To enhance bioscience approaches participants expressed a desire for more structured and integrated approaches within both practice and university along with further peer learning opportunities. Students recognise that bioscience knowledge is important in relation to the provision of safe and effective care. They request greater structure and consistency in relation to the learning, teaching and application of this topic during their placements. Those with a stake in educating nurses within clinical settings may find the views of student nurses on the topic of bioscience learning useful when planning and facilitating placement experiences. © 2015 John Wiley & Sons Ltd.

A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

NASA Astrophysics Data System (ADS)

Missingham, Dorothy; Matthews, Robert

2014-07-01

This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.

Pathways of Learning: Teaching Students and Parents about Multiple Intelligences.

ERIC Educational Resources Information Center

Lazear, David

This book is concerned with reinventing the learning process from a multiple intelligences perspective and urges explicitly teaching students about multiple intelligences to further their metacognitive understanding. The multiple-intelligence-based curriculum is intended to interface with the regular academic curriculum. An introductory chapter…

Lessons Learned from My Students: The Impact of SEM Teaching and Learning on Affective Development

ERIC Educational Resources Information Center

Hebert, Thomas P.

2010-01-01

Through reflection on his years as an enrichment teacher in Schoolwide Enrichment Model (SEM) programs, the author describes significant ways the social and emotional development of his students was shaped by their involvement in enriched teaching and learning. Through portraits of his students engaged in Type II and Type III enrichment, the…

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

PubMed

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Shockley, Floyd W.; Wilson, Rachel E.

2011-01-01

We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas:…

Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students.

PubMed

Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela

2014-07-17

The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

ERIC Educational Resources Information Center

Likitrattanaporn, Wannakarn

2017-01-01

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching…

Investigation of Teaching Competencies to Enhance Students' EFL Learning at Taif University

ERIC Educational Resources Information Center

Tawalbeh, Tha'er Issa; Ismail, Nasrah Mahmoud

2014-01-01

The paper aimed to investigate the teaching competencies implemented by instructors to enhance EFL students at Taif University in Saudi Arabia. The first two questions discussed the degree of implementing the teaching competencies, which either enhance or hinder learning. The third and fourth questions were an attempt to examine if there were any…

Student Attitudes and the Teaching and Learning of Race, Culture and Politics

ERIC Educational Resources Information Center

Martin, Kathleen J.

2010-01-01

Although multicultural education and teaching for and to equity and diversity often are viewed in higher education as important around the globe, the mismatch between theory and public opinion can remain a challenge when teaching the subject. This study investigates student attitudes and learning before and after completing a course in race,…

Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

NASA Astrophysics Data System (ADS)

Lidar, Malena; Lundqvist, Eva; Östman, Leif

2006-01-01

The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

Online Embryology teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students.

PubMed

Al-Neklawy, Ahmed Farid

2017-11-01

Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.

Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Satsangi, Rajiv; Hammer, Rachel; Evmenova, Anya S.

2018-01-01

Students with learning disabilities often struggle with the academic demands presented in secondary mathematics curricula. To combat these students' struggles, researchers have studied various pedagogical practices and classroom technologies for teaching standards covered in subjects such as algebra and geometry. However, as the role of computer-…

The Teaching/Learning Center for "At-Risk" Students: An Update.

ERIC Educational Resources Information Center

Zenanko, Carl M.; And Others

The Teaching/Learning Center (T/LC) for "at-risk" students is an on-campus tutoring program designed to "desaturate" the local schools surrounding Jacksonville State University of excessive numbers of preservice teachers, to provide practicum experiences for preservice teachers under state education agency guidelines, and to…

Complete Learning Disabilities Handbook: Ready-To-Use Strategies & Activities for Teaching Students with Learning Disabilities. New Second Edition.

ERIC Educational Resources Information Center

Harwell, Joan M.

The 16 chapters of this comprehensive guide to teaching students with learning disabilities cover the following topics: (1) an overview of the field of learning disabilities (characteristics, causes, prevalence, prognosis, and resources); (2) research in the field of learning disabilities (how the brain works, how children learn); (3) relevant…

Teaching neurology to medical students with a simplified version of team-based learning.

PubMed

Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

2017-08-08

To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes

ERIC Educational Resources Information Center

Michel, Norbert; Cater, John James, III; Varela, Otmar

2009-01-01

This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or…

Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

ERIC Educational Resources Information Center

Said, Alison

2018-01-01

The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to…

An Explorative Learning Approach to Teaching Clinical Anatomy Using Student Generated Content

ERIC Educational Resources Information Center

Philip, Christo T.; Unruh, Kenneth P.; Lachman, Nirusha; Pawlina, Wojciech

2008-01-01

Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data…

Communication Idol: Using Popular Culture to Catalyse Active Learning by Engaging Students in the Development of Entertaining Teaching and Learning Resources

ERIC Educational Resources Information Center

Dune, Tinashe; Bidewell, John; Firdaus, Rubab; Kirwan, Morwenna

2016-01-01

Bringing popular culture to tertiary education can potentially increase student engagement with learning tasks and content, especially when the learning task has students producing the content. Using a single-group intervention plus post-test design, this study implemented and evaluated a purposely developed learning and teaching innovation…

Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

ERIC Educational Resources Information Center

Mandeville, David; Stoner, Mark

2015-01-01

The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology.

PubMed

Rezende-Filho, Flávio Moura; da Fonseca, Lucas José Sá; Nunes-Souza, Valéria; Guedes, Glaucevane da Silva; Rabelo, Luiza Antas

2014-09-15

Teaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student's active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology. After having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology. Along the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles. The proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students' active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.

Instructional development for teachers in higher education: effects on students' perceptions of the teaching-learning environment.

PubMed

Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

2012-09-01

Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non-first years). Quantitative data were gathered from more than 1,000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non-first years. A second one showed that the impact of training depended on the number of students one teaches. Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed. ©2011 The British Psychological Society.

Student Teachers' Experiences of Teaching Practice at Open and Distance Learning Institution in South Africa

ERIC Educational Resources Information Center

Mokoena, Sello

2017-01-01

This small-scale study focused on the experiences of student teachers towards teaching practice in an open and distance learning (ODL) institution in South Africa. The sample consisted of 65 fourth year students enrolled for Bachelor of Education, specializing in secondary school teaching. The mixed-method research design consisting of…

[Teaching practices and learning strategies in health careers].

PubMed

Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

2016-09-01

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

Applying problem-based learning to otolaryngology teaching.

PubMed

Abou-Elhamd, K A; Rashad, U M; Al-Sultan, A I

2011-02-01

Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods. We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week). From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

A Proposal for Teaching Undergraduate Chemistry Students Carbohydrate Biochemistry by Problem-Based Learning Activities

ERIC Educational Resources Information Center

Figueira, Angela C. M.; Rocha, Joao B. T.

2014-01-01

This article presents a problem-based learning (PBL) approach to teaching elementary biochemistry to undergraduate students. The activity was based on "the foods we eat." It was used to engage students' curiosity and to initiate learning about a subject that could be used by the future teachers in the high school. The experimental…

Effect of moderate learning style-teaching mode mismatch on academic performance among 2nd year medical students in Pakistan.

PubMed

Hamza, Muhammad; Inam-Ul-Haq; Hamid, Sidra; Nadir, Maha; Mehmood, Nadir

2018-01-01

The vagueness surrounding "learning style-teaching mode mismatch" makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2 nd year medical students. A total of 102 2 nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test. Pragmatists had the lowest total physiology score ( P < 0.001), while theorists had the highest total physiology scores ( P < 0.001). Activists and reflectors had scores in between pragmatists and theorists, and there was no statistical difference between these two styles of learning ( P = 0.9). No student scored below 60%. This study demonstrated that the effect of moderate teaching-learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style-teaching mode mismatch is not harmful for learning.

Students' Attitudes towards Learning Mathematics: Impact of Teaching in a Sporting Context

ERIC Educational Resources Information Center

Sanchal, Anantika; Sharma, Sashi

2017-01-01

This study investigated the impact on Year 10 students' attitudes towards mathematics when learning mathematics in a sporting context. A closed ended, self-reported questionnaire with Likert type statements was used to collect data. Individual statements were analysed by comparing the percentage of students agreeing or disagreeing pre-teaching and…

Perspectives on learning, learning to teach and teaching elementary science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

ERIC Educational Resources Information Center

McKnight, Katherine; O'Malley, Kimberly; Ruzic, Roxanne; Horsley, Maria Kelly; Franey, John J.; Bassett, Katherine

2016-01-01

A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research.…

The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

ERIC Educational Resources Information Center

Stultz, Sherry L.

2013-01-01

Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

PubMed

Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

2018-04-01

The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Influence of Teachers' Teaching Approaches on Students' Learning Approaches: The Student Perspective

ERIC Educational Resources Information Center

Beausaert, Simon A. J.; Segers, M. S. R; Wiltink, Danique P. A.

2013-01-01

Background: Research on the relation between teaching and learning approaches has been mainly conducted in higher education and it is not yet clear to what extent the results can be generalised when it comes to secondary education. Purpose: The purpose of this study was to research how students in secondary education perceive their teachers'…

Digital Learning and Teaching: Evaluation of Developments for Students in Higher Education.

ERIC Educational Resources Information Center

McClelland, Bob

2001-01-01

Focuses on an undergraduate module which served to provide a rationale for a web-based teaching, learning, and a support environment for academic staff and students. Explores module/program support development possibilities on the web from academic, quality, and commercial perspectives as well as the cybernetic and evolutionary nature of learning.…

Teaching Research to MSW Students: Effectiveness of the Team-Based Learning Pedagogy

ERIC Educational Resources Information Center

Macke, Caroline; Tapp, Karen

2012-01-01

Social work students often have been labeled as research-reluctant. Consequently, it is important to identify effective teaching strategies. One innovative strategy is team-based learning. The effectiveness of team-based learning has not yet been evaluated with a social work research class. As a result, the current study compared the effectiveness…

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

PubMed

Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course.

PubMed

Day-Black, Crystal; Merrill, Earline B; Konzelman, Lois; Williams, Tammie T; Hart, Natalie

2015-01-01

Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes.

Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics.

PubMed

Ludwig, B; Bister, D; Schott, T C; Lisson, J A; Hourfar, J

2016-02-01

Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A student-led process to enhance the learning and teaching of teamwork skills in medicine.

PubMed

Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie

2013-01-01

The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

NASA Astrophysics Data System (ADS)

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-10-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as "laboratory monitors." A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

Beyond the Student Teaching Seminar: Examining Transformative Learning through Arts-Based Approaches

ERIC Educational Resources Information Center

Bhukhanwala, Foram; Dean, Kim; Troyer, Maryellen

2017-01-01

This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater…

Student Perceptions of Teaching Transparency

ERIC Educational Resources Information Center

Anderson, Alecia D.; Hunt, Andrea N.; Powell, Rachel E.; Dollar, Cindy Brooks

2013-01-01

The authors discuss the relationship between teaching transparency and active learning through the perspectives of their students. Active learning directly engages students in the learning process while transparency involves the instructor's divulgence of logic regarding course organization and activity choices. After utilizing these teaching…

Applying a Student Curriculum Discourse in Higher Education Teaching and Learning

ERIC Educational Resources Information Center

Mndzebele, S. L.; Mckenna, S.

2013-01-01

Indications of poor quality in students' written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis;…

Research teaching in learning disability nursing: Exploring the views of student and registered learning disability nurses.

PubMed

Northway, Ruth; Parker, Michelle; James, Neil; Davies, Lynsey; Johnson, Kaye; Wilson, Sally

2015-12-01

Whilst there is a need to develop the research base within learning disability nursing it is also significant that currently there is little published data as to how research is taught to this group of nurses. To increase understanding of how research is currently taught to learning disability nurses within the UK. A survey design was used. The research was undertaken at a conference held in the UK in March 2014. 310 learning disability nurses attending the conference of which 212 completed the free text question. This comprised student nurses (n=158), registered nurses working in practice settings (n=25) and registered nurses working in educational institutions (n=24). Five participants did not specify their background. Participants were invited to complete a questionnaire that included a free text question regarding the teaching of research to learning disability nurses: it is the responses to this question that are reported in this paper. Responses were transcribed and thematically analysed. Eight themes emerged: Teaching approach--the good and the bad; finding the right level; right from the start; we need more time; generic versus specialist; there's not enough; getting research into practice; and what should we focus on? Variations exist in terms of the timing of research education, the teaching approaches used, and hence the quality of student experience. Of particular concern is the apparent gap between research teaching and the use of research in practice, and the reported lack of support for research within practice settings. However, enthusiasm for research is evident and hence recommendations are made both to enhance teaching and to strengthen links with practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

ERIC Educational Resources Information Center

Goldstein, Olzan

2016-01-01

This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†

PubMed Central

Bonney, Kevin M.

2015-01-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. PMID:25949753

Case study teaching method improves student performance and perceptions of learning gains.

PubMed

Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Role Models and Teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka.

PubMed

Jayasuriya-Illesinghe, Vathsala; Nazeer, Ishra; Athauda, Lathika; Perera, Jennifer

2016-02-09

Medical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students' experiences during their final year clinical training with the aim of understanding the teaching-learning experiences. Using qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method. Emergent themes reveled 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be 'figurative' role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as 'true' role models. Students' responses and reciprocations to these interactions were influenced by their perception of teachers' behaviors, attitudes, and the type of teaching-learning situations created for them. Making a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers' awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

NASA Astrophysics Data System (ADS)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

Students' perceptions of clinical teaching and learning strategies: a Pakistani perspective.

PubMed

Khan, Basnama Ayaz; Ali, Fauziya; Vazir, Nilofar; Barolia, Rubina; Rehan, Seema

2012-01-01

The complexity of the health care environment is increasing with the explosion of technology, coupled with the issues of patients' access, equity, time efficiency, and cost containment. Nursing education must focus on means that enable students to develop the processes of active learning, problem-solving, and critical thinking, in order to enable them to deal with the complexities. This study aims at identifying the nursing students' perceptions about the effectiveness of utilized teaching and learning strategies of clinical education, in improving students' knowledge, skills, and attitudes. A descriptive cross sectional study design was utilized using both qualitative and quantitative approaches. Data were collected from 74 students, using a questionnaire that was developed for the purpose of the study and analyzed using descriptive and non-parametric statistics. The findings revealed that demonstration was the most effective strategy for improving students' skills; reflection, for improving attitudes; and problem based learning and concept map for improving their knowledge. Students' responses to open-ended questions confirmed the effectiveness of these strategies in improving their learning outcomes. Recommendations have been provided based on the findings. Copyright © 2011 Elsevier Ltd. All rights reserved.

Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching.

PubMed

Agius, Andee; Calleja, Neville; Camenzuli, Christian; Sultana, Roberta; Pullicino, Richard; Zammit, Christian; Calleja Agius, Jean; Pomara, Cristoforo

2017-11-07

During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge.

PubMed

Brannagan, Kim B; Dellinger, Amy; Thomas, Jan; Mitchell, Denise; Lewis-Trabeaux, Shirleen; Dupre, Susan

2013-11-01

Peer teaching has been shown to enhance student learning and levels of self efficacy. The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment. This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education. Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study. This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined. Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors. The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer

Internet Access, Use and Sharing Levels among Students during the Teaching-Learning Process

ERIC Educational Resources Information Center

Tutkun, Omer F.

2011-01-01

The purpose of this study was to determine the awareness among students and levels regarding student access, use, and knowledge sharing during the teaching-learning process. The triangulation method was utilized in this study. The population of the research universe was 21,747. The student sample population was 1,292. Two different data collection…

The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities

ERIC Educational Resources Information Center

Obaid, Majeda Al Sayyed

2013-01-01

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The…

Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning.

PubMed

Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J

2018-03-12

In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Teaching Quality and Learning Creativity in Technical and Vocational Schools

NASA Astrophysics Data System (ADS)

Kembuan, D. R. E.; Rompas, P. T. D.; Mintjelungan, M.; Pantondate, T.; Kilis, B. M. H.

2018-02-01

The purpose of this study is to obtain information about the teacher quality of teaching and learning creativity with the outcomes of student learning in a vocational high school in Indonesia. This research is a survey research. The sample used in this research is 50 teachers, selected by simple random sampling. Data were analyzed by using correlation analysis. The findings of this study are as follows: (1) There is a significant and positive correlation between teacher quality of teaching with the outcomes of student learning at the vocational high school; (2) There is a significant and positive correlation between learning creativity with the outcomes of student learning at the vocational high school, and (3) there is a significant and positive correlation between the teacher quality of teaching and learning creativity with the outcomes of student learning at the school. That is, if the use of appropriate the teacher quality of teaching and learning creativity, then the outcomes of student learning at the school. Finally it can be concluded that to improve the outcomes of student learning, it has to be followed by an improvement of teacher quality of teaching and learning creativity.

Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences

ERIC Educational Resources Information Center

Ruiz-Gallardo, Jose-Reyes; Castano, Santiago; Gomez-Alday, Juan J.; Valdes, Arturo

2011-01-01

This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that the change clearly overloads students if it is not adequately planned and monitored. Marks, drop-outs and attendance were markedly better with the new…

Nursing student feedback on undergraduate research education: implications for teaching and learning.

PubMed

Halcomb, Elizabeth J; Peters, Kathleen

2009-08-01

Teaching research to undergraduate students presents many challenges to nurse academics. Yet facilitating students to develop skills in critically analysing and interpreting research is vital if we are to achieve evidence-based nursing practice. This paper explores student feedback from a research unit undertaken by Australian undergraduate nurses in order to highlight the challenges for academics trying to engage students in this material. Three hundred and sixty nine (83.5%) second year nursing students provided qualitative and quantitative feedback at the completion of a research unit using a standardised student feedback form. From a combination of the qualitative and quantitative feedback, the most positive aspects of the unit were the teaching staff, the group work and interaction in the class room and the online assessment item. Participants were least satisfied with the way in which the unit was presented, the written assessment items and assessment feedback and the perceived relevance of the unit. The implications of these findings are discussed in the context of the theoretical underpinnings of adult learning and teaching in the development of future course materials.

Does Learning to Teach Ever End?

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn

2011-01-01

Learning to teach never ends. In fact, learning to teach is no longer thought of as a one-time process of "teacher training" where student teachers are equipped with theory and methods and then sent out to "practice" teaching. Likewise, continued education for experienced teaching is no longer thought of as a process of periodic "staff…

Creating the learning situation to promote student deep learning: Data analysis and application case

NASA Astrophysics Data System (ADS)

Guo, Yuanyuan; Wu, Shaoyan

2017-05-01

How to lead students to deeper learning and cultivate engineering innovative talents need to be studied for higher engineering education. In this study, through the survey data analysis and theoretical research, we discuss the correlation of teaching methods, learning motivation, and learning methods. In this research, we find that students have different motivation orientation according to the perception of teaching methods in the process of engineering education, and this affects their choice of learning methods. As a result, creating situations is critical to lead students to deeper learning. Finally, we analyze the process of learning situational creation in the teaching process of «bidding and contract management workshops». In this creation process, teachers use the student-centered teaching to lead students to deeper study. Through the study of influence factors of deep learning process, and building the teaching situation for the purpose of promoting deep learning, this thesis provide a meaningful reference for enhancing students' learning quality, teachers' teaching quality and the quality of innovation talent.

Defining Pedagogic Expertise: Students and New Lecturers as Co-Developers in Learning and Teaching

ERIC Educational Resources Information Center

Howson, Camille Kandiko; Weller, Saranne

2016-01-01

This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to…

Computer Mediated Support for Student Teaching and First Year Teaching.

ERIC Educational Resources Information Center

Clarken, Rodney H.

This paper describes computer-mediated distance learning experiments in field settings by a rural teacher education program, in which student teachers and a student teaching seminar leader at Northern Michigan University conferenced via electronic mail. Participating student teachers, who were teaching in schools 300 miles apart, were expected to…

[Trial to stimulate learning motivation of medical students in the dissection practice "teaching assistant system"].

PubMed

Kawashiro, Yukiko; Kadota, Tomoko; Matsuno, Yoshiharu; Miyaso, Hidenobu; Komiyama, Masatoshi; Mori, Chisato

2008-06-01

At the Medical School of Chiba University, educational dissection tours have been conducted for intra- and extramural students in other programs, such as students of nursing. In the 2006 school year there were more than 1,500 students. As presented in a previous report, we tested an educational program in which our medical students teach other students parts of splanchnology, neurology, and myology to promote student understanding of human physiology through their own teaching. Since this system, termed the "teaching assistant system," was fairly laborious for many medical students, we attempted to improve it by decreasing the students' load and reducing the frequency of teaching from several times to once during the one-term dissection practice. We assessed the improved method with questionnaires for medical students who had studied at the school in 2006 and 2007 (n = 206) before and after teaching other students. The response rate for the questionnaires was 91.3% (n = 188). The results were as follows. (1) Most medical students (69.7%) realized that the task of teaching had stimulating effects on their own learning motivation. (2) According to most of their evaluations (80.4%), the duties of teaching involved in the previous assistant system were laborious. In contrast, the ratio of medical students who considered teaching to be laborious decreased by about half (55.3%) in the present improved system. (3) Most students (79.8%) were satisfied with the teaching assistant system. We concluded that the improved teaching assistant system was effective for the dissection practice.

Balancing patient care and student education: learning to deliver bad news in an optometry teaching clinic.

PubMed

Spafford, Marlee M; Schryer, Catherine F; Creutz, Stefan

2009-05-01

Learning to counsel patients in a teaching clinic or hospital occurs in the presence of the competing agendas of patient care and student education. We wondered about the challenges that these tensions create for clinical novices learning to deliver bad news to patients. In this preliminary study, we audio-taped and transcribed the interviews of seven senior optometry students and six optometrist instructors at a Canadian optometry teaching clinic. The participants described their experiences in learning to deliver bad news. Using a grounded theory approach, our analysis was informed by situated learning and activity theory. Optometry students received formal classroom training regarding how to deliver bad news, including exposure to the medically-based six-step SPIKES protocol (Baile et al. The Oncologist, 5, 302-311, 2000). Yet, application of this protocol to the teaching clinic was limited by the lack of exposure most instructors had received to this strategy. Determinants of the students' complex learning process during their clinical apprenticeship, included: (i) knowing one's place, (ii) knowing one's audience, (iii) knowing through feedback, and (iv) knowing who speaks. The experiences of these participants pointed toward the need for: (1) more instructional "scaffolding" (Bruner and Sherwood Play: Its role in development and evolution, p. 280, 1976) in the clinical setting when the learning task is complex, and (2) explicit discussions about the impacts that unfold when the activities of patient care and student education overlap. We reflect on the possible consequences to student education and patient care in the absence of these changes.

The Connection between Teaching and Learning: Linking Teaching Quality and Metacognitive Strategy Use in Primary School

ERIC Educational Resources Information Center

Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-01-01

Background: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited.…

Learning about Teaching: A Graduate Student's Perspective.

ERIC Educational Resources Information Center

Ambers, Rebecca K. R.

2002-01-01

Describes a seminar course on college science teaching that focuses on the importance of quality teaching, learning styles, teaching reading and writing skills, careers in science teaching, and female- and minority-friendly science. (Contains 14 references.) (YDS)

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

NASA Astrophysics Data System (ADS)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

Teaching Emotionally Immature High School Students

ERIC Educational Resources Information Center

Curtis, Pamela

2011-01-01

How do teachers teach gifted students whose emotional age trails their chronological age? How can they integrate those students into their classes so that these students mature while not detracting from the learning of the other students? In this article, the author offers pieces of advice on teaching gifted students whose emotional ages trail…

Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

ERIC Educational Resources Information Center

Toles, Ann

2010-01-01

To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

The Use of an Online Learning and Teaching System for Monitoring Computer Aided Design Student Participation and Predicting Student Success

ERIC Educational Resources Information Center

Akhtar, S.; Warburton, S.; Xu, W.

2017-01-01

In this paper we report on the use of a purpose built Computer Support Collaborative learning environment designed to support lab-based CAD teaching through the monitoring of student participation and identified predictors of success. This was carried out by analysing data from the interactive learning system and correlating student behaviour with…

A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, Edward; Rudolph, A. L.; Brissenden, G.; Consiglio, D.; Gonzaga, V.; CATS

2010-01-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program and Award No. AST-0847170, a PAARE Grant.

Learning to Leverage Student Thinking: What Novice Approximations Teach Us about Ambitious Practice

ERIC Educational Resources Information Center

Singer-Gabella, Marcy; Stengel, Barbara; Shahan, Emily; Kim, Min-Joung

2016-01-01

Central to ambitious teaching is a constellation of practices we have come to call "leveraging student thinking." In leveraging, teachers position students' understanding and reasoning as a central means to drive learning forward. While leveraging typically is described as a feature of mature practice, in this article we examine…

Using Active Learning to Teach Culturally Relevant Personal Finance to Native American Students

ERIC Educational Resources Information Center

Saboe, Lorna

2014-01-01

Active learning is a teaching approach that requires students to do something intellectually with course content. This involves examining, questioning, and relating knowledge gained from previous experiences to new knowledge and skills. Native American students have been found to have low financial literacy skills. Family and consumer sciences…

Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology

ERIC Educational Resources Information Center

Yang, Kai-Ti; Wang, Tzu-Hua; Chiu, Mei-Hung

2015-01-01

This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students…

Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

ERIC Educational Resources Information Center

Karagiannopoulou, Evangelia; Milienos, Fotios S.

2015-01-01

The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for Students"…

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the Use of Powerpoint

ERIC Educational Resources Information Center

Wanner, Thomas

2015-01-01

This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…

Evaluation of Brainstorming Session as a Teaching-learning Tool among Postgraduate Medical Biochemistry Students.

PubMed

Goswami, Binita; Jain, Anju; Koner, Bidhan Chandra

2017-12-01

The thrust for postgraduate teaching should be self-directed learning with equal participation by all students in academic discussions. Group discussions involve conduction of the discourse by a leader who guides the discussion as well as points out any wrong information. This discourages quieter students from participation with the fear of rebuke. Brainstorming is devoid of all such fallacies with no judgment and reprimand. The aim of this study was to use brainstorming as a teaching-learning tool among postgraduate students of medical biochemistry. The project was commenced after due approvals from the research and ethical committee. The participants were enrolled after informed consent and sensitization. All the pro forma and questionnaires were duly validated by experts. After piloting and incorporation of the suggestions for improvisation, the main sessions were planned and implemented. The response was judged by posttest scores and feedback forms. There was an improvement of understanding of the biochemical concepts as assessed by the posttest scores and solving of a similar clinical problem. The students expressed satisfaction with the conduction, timing, and discussion of the clinical problems. The drawbacks of traditional teaching as expressed during the feedback stage were also taken care of by the brainstorming sessions. Our project made the students and the faculty aware about the utility of brainstorming for teaching purposes in medical education which till now was considered efficacious only for troubleshooting in advertising and management institutions. The students were satisfied with this technique for understanding of biochemical concepts.

Teaching and Learning Strategies

ERIC Educational Resources Information Center

Whitton, Diana

2015-01-01

"Teaching and Learning Strategies" is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons…

Teaching Mathematics to Students With Learning Disabilities: A Review Of Literature

ERIC Educational Resources Information Center

Obudo, Francis

2008-01-01

The purpose of this study was to review and synthesize available literature to draw a comprehensive picture of what is necessary to teach mathematics to students with learning disabilities. A systematic search was conducted through 5 computerized databases (Academic Search Complete, ERIC, Education Research Complete, and Primary Search) The…

Teachers' Evaluation of Student-Centered Learning Environments

ERIC Educational Resources Information Center

Cubukcu, Zuhal

2012-01-01

Problem Statement: The student-centered teaching is the arrangement of the teaching experience focusing on the students' responsibilities and activities in the learning process which takes into consideration the students' interests, demands and needs. According to this approach, while teaching experiences are planned, different learning strategies…

Enhanced Teaching and Student Learning through a Simulator-Based Course in Chemical Unit Operations Design

ERIC Educational Resources Information Center

Ghasem, Nayef

2016-01-01

This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes…

Improving Student Academic Success through Differentiated Teaching within a Specialized Learning Resource Center

ERIC Educational Resources Information Center

Alexander, Roy E.

2013-01-01

The purpose of this quantitative study was to improve the academic success of students through the utilization of differentiated teaching within a specialized Learning Resource Center. The research study site is a private coeducational K-11 school located in Northern Georgia. The school provides motivated and disciplined students with a rigorous…

Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

NASA Astrophysics Data System (ADS)

Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Shelton, Brett E.

2013-10-01

This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a participant in a professional development (PD) project focused on reformed and technology-enhanced science instruction shaped by national standards documents. The research is focused on identifying teacher orientations and use of technology-enhanced tools prior to or unaffected by PD. The primary data sources for this study are drawn from learning journals and classroom observations. Qualitative methods were used to analyze learning journals, while descriptive statistics were used from classroom observations to further explore and triangulate the emergent qualitative findings. Two teacher orientation teacher profiles were developed to reveal the emergent teacher orientation dimensions and technology-enhanced tool categories found: "more traditional teacher orientation profile" and "toward a reformed-based teacher orientation profile." Both profiles were founded on "knowledge of" beliefs about the goals and purposes for science education, while neither profile revealed sophisticated beliefs about the nature of science. The "traditional" profile revealed more teacher-centered beliefs about science teaching and learning, and the "towards reformed-based" profile revealed student-centered beliefs. Finally, only technology-enhanced tools supportive of collaborative construction of science knowledge were found connected to the "towards reformed-based" profile. This research is concluded with a proposed "reformed-based teacher orientation profile" as a future target for science teaching and learning with technology-enhanced tools in a science literacy framework.

Opening Lines: Approaches to the Scholarship of Teaching and Learning.

ERIC Educational Resources Information Center

Hutchings, Pat, Ed.

This publication features reports by eight Carnegie Scholars who are working to develop a scholarship of teaching and learning that will advance the profession of teaching and improve student learning. Following the Introduction, "Approaching the Scholarship of Teaching and Learning" (Pat Hutchings), the papers are: "Investigating Student Learning…

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

ERIC Educational Resources Information Center

Gurley, Lisa E.

2018-01-01

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…

Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.

PubMed

Jacobs, Johanna C G; van Luijk, Scheltus J; van der Vleuten, Cees P M; Kusurkar, Rashmi A; Croiset, Gerda; Scheele, Fedde

2016-09-21

Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How? Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis. Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'. Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.

Teaching & Learning in the Community College.

ERIC Educational Resources Information Center

O'Banion, Terry; And Others

Based on the premise that the purpose of teaching is to help students make passionate connections to learning, this book presents information on the context of teaching and learning in the community college, model practices and programs, and outcomes of effective teaching for teachers and institutions. The following 16 chapters are provided: (1)…

Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales

ERIC Educational Resources Information Center

de la Fuente, Jesus; Zapata, Lucia; Martinez-Vicente, J. M.; Cardelle-Elawar, Maria; Sander, Paul; Justicia, Fernando; Pichardo, M. C.; Garcia-Belen, A. B.

2012-01-01

Introduction: The purpose of this study was to empirically confirm two conceptual interactions proposed by the IATLP Scales: (1) the combination of the teacher's regulatory teaching and the student's self-regulated learning, in order to produce satisfaction with learning; (2) the relationship of this interaction with students' prior…

Comparison of Students' Perceptions of Their Teaching-Learning Environments in Three Professional Academic Disciplines: A Valuable Tool for Quality Enhancement

ERIC Educational Resources Information Center

Haarala-Muhonen, Anne; Ruohoniemi, Mirja; Katajavuori, Nina; Lindblom-Ylanne, Sari

2011-01-01

The present study explored differences in students' perceptions of their teaching-learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary…

Learning To Teach Science: Activities for Student Teachers and Mentors.

ERIC Educational Resources Information Center

Monk, Martin, Ed.; Dillon, Justin, Ed.

Despite the variations in the spontaneous ability of new teachers, teaching is both an art and a craft that can be learned through hard work and that demands close attention to detail. The practical purpose of this book is to provide mentors in England with activities to be used with their student teachers and to provide guidance on activities to…

Advising as Teaching: Establishing Outcomes, Developing Tools, and Assessing Student Learning

ERIC Educational Resources Information Center

Hurt, Robert L.

2007-01-01

In every way that matters, advising is a form of teaching. Using Bloom's (1956) taxonomy of educational outcomes, I explain how to develop learning objectives within advising contexts. The article also suggests commonly available educational materials, such as university catalogs, as content delivery mechanisms for students; in addition, it offers…

Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

PubMed

Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

2015-01-01

Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

ERIC Educational Resources Information Center

Horspool, Agi; Lange, Carsten

2012-01-01

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

Teaching for quality learning in chemistry

NASA Astrophysics Data System (ADS)

Teixeira-Dias, José J. C.; Pedrosa de Jesus, Helena; Neri de Souza, Francislê; Watts, Mike

2005-09-01

In Portugal, the number of students in higher education increased from 80,000 in 1975 to 381,000 in 2000 (a change from 11% to 53% in the age group 18 22), meaning a major change in the diversity of student population with consequences well known and studied in other countries. The teaching of chemistry at the University of Aveiro, for the first-year students of science and engineering, has been subjected to continuous attention to implement quality and student-centred approaches. The work devoted to excellence and deep learning by several authors has been carefully followed and considered. This communication reports research work on chemistry teaching, associated with those developments for first-year students. The work included the design of strategies and the adoption of teaching and learning activities exploring ways to stimulate active learning by improving the quality of classroom interactions. In addition to regular lectures, large classes' teaching based on student-generated questions was explored. In order to improve students' motivation and stimulate their curiosity, conference-lectures were adopted to deal with selected topics of wide scientific, technological and social interest. Quantitative analysis and discussion of selected case studies, together with the organization of laboratory classes based on selected enquiry-based experiments, planned and executed by students, stimulated deep learning processes. A sample of 32 students was followed in the academic year of 2000/01 and the results obtained are here discussed in comparison with those of a sample of 100 students followed in 2001/02. Particular attention was paid to the quality of classroom interactions, the use of questions by students and their views about the course design.

The Lure of Learning in Teaching

ERIC Educational Resources Information Center

Liston, Daniel P.

2004-01-01

Teaching entails the creation of connections among teacher, student, and content so that educational experiences can be had. Powerful teaching engages and recalls a lure of learning. To explore this lure, or love of learning, and its place in teaching, I first evoke a bit of what this attraction feels and looks like. Depicting this lure conveys…

Square Pegs, Round Holes: An Exploration of Teaching Methods and Learning Styles of Millennial College Students

ERIC Educational Resources Information Center

Bailey, Regina M.

2012-01-01

In an information-saturated world, today's college students desire to be engaged both in and out of their college classrooms. This mixed-methods study sought to explore how replacing traditional teaching methods with engaged learning activities affects millennial college student attitudes and perceptions about learning. The sub-questions…

What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

ERIC Educational Resources Information Center

Caulfield, Jay

2007-01-01

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

Undergraduates achieve learning gains in plant genetics through peer teaching of secondary students.

PubMed

Chrispeels, H E; Klosterman, M L; Martin, J B; Lundy, S R; Watkins, J M; Gibson, C L; Muday, G K

2014-01-01

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non-majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole-cular biology techniques not included in the MS curriculum. We measured undergraduates' learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates' content knowledge, even for non-science major students. © 2014 H. E. Chrispeels et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Effect of moderate learning style–teaching mode mismatch on academic performance among 2nd year medical students in Pakistan

PubMed Central

Hamza, Muhammad; Inam-Ul-Haq; Hamid, Sidra; Nadir, Maha; Mehmood, Nadir

2018-01-01

Introduction: The vagueness surrounding “learning style–teaching mode mismatch” makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2nd year medical students. Methods: A total of 102 2nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test. Results: Pragmatists had the lowest total physiology score (P < 0.001), while theorists had the highest total physiology scores (P < 0.001). Activists and reflectors had scores in between pragmatists and theorists, and there was no statistical difference between these two styles of learning (P = 0.9). No student scored below 60%. Conclusion: This study demonstrated that the effect of moderate teaching–learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style–teaching mode mismatch is not harmful for learning. PMID:29736072

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

NASA Astrophysics Data System (ADS)

Governor, Donna; Hall, Jori; Jackson, David

2013-12-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.

E-learning and near-peer teaching in electrocardiogram education: a randomised trial.

PubMed

Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

2016-06-01

Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.

Identifying the Individual Differences among Students during Learning and Teaching Process by Science Teachers

ERIC Educational Resources Information Center

Kubat, Ulas

2018-01-01

It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender, ability, learning styles, which are individual differences of the learners. An effective and productive learning-teaching process can be planned by considering these individual differences of the students. Since the learners' own…

The Development of a Student Survey on Attitudes towards Mathematics Teaching-Learning Processes

ERIC Educational Resources Information Center

Mutohir, Toho Cholik; Lowrie, Tom; Patahuddin, Sitti Maesuri

2018-01-01

This study aimed to develop a survey instrument to measure student attitudes towards mathematics teaching-learning processes that is appropriate for the Indonesian context. This study consisted of two phases: Phase 1 (n = 320) was a pilot study to assess the suitability of the instrument items for Indonesian students. Phase 2 (n = 1001) was…

The Affordances of Case-Based Teaching for the Professional Learning of Student-Teachers

ERIC Educational Resources Information Center

Gravett, Sarah; de Beer, Josef; Odendaal-Kroon, Rika; Merseth, Katherine K.

2017-01-01

This paper reports on a qualitative enquiry into the affordances of case-based teaching for the professional learning of student-teachers. The context is a first-year foundational course in a four-year undergraduate teacher education programme, offered by an urban university in Johannesburg, South Africa, with a student enrolment of close to 700…

Learning and teaching clinical communication in the clinical workplace.

PubMed

Brown, Jo; Dearnaley, Jo

2016-08-01

Clinical communication teaching and learning has become increasingly separate from the clinical workplace over the last 20 years in the UK, and in many medical schools is front-loaded to the early years of the curriculum. Many reasons exist to explain this separation, including the increasing use of simulation. However, learning by simulation alone is not ideal, and the literature now points towards a new direction that blends simulation with authentic experiences in the clinical workplace to aid the transition to clinical life. This article presents a practical example of collaboration between a London medical school and a hospital trust to provide an integrated clinical communication learning experience for students by situating teaching on the clinical wards for senior medical students. Clinical communication teaching and learning has become increasingly separate from the clinical workplace We outline a new teaching initiative, the 'Communication on the wards' pilot project, that blends clinical communication teaching with ward-based learning in an authentic environment, with patients, medical students and teachers working together. This teaching initiative was a practical attempt to bridge the theory-practice gap in clinical communication education, and to place learning in the clinical workplace for students. As such, it was enjoyed by all those who took part, and may be the way forward for clinical communication teaching and learning in the future. © 2015 John Wiley & Sons Ltd.

Asset-Based Civics for, with, and by Immigrant Students: Three Sites of Enriched Teaching and Learning for Immigrant and Native-Born Students

ERIC Educational Resources Information Center

Hilburn, Jeremy

2015-01-01

In this qualitative collective case study with 6 high school civics teachers, I found that using an asset-based approach to teaching civics for, with, and by immigrant students enriched teaching and learning for immigrant and native-born students, although participants missed some opportunities for deeper exploration. I used a combined theoretical…

A Hybrid Teaching and Learning Model

NASA Astrophysics Data System (ADS)

Juhary, Jowati Binti

This paper aims at analysing the needs for a specific teaching and learning model for the National Defence University of Malaysia (NDUM). The main argument is that whether there are differences between teaching and learning for academic component versus military component at the university. It is further argued that in order to achieve excellence, there should be one teaching and learning culture. Data were collected through interviews with military cadets. It is found that there are variations of teaching and learning strategies for academic courses, in comparison to a dominant teaching and learning style for military courses. Thus, in the interest of delivering quality education and training for students at the university, the paper argues that possibly a hybrid model for teaching and learning is fundamental in order to generate a one culture of academic and military excellence for the NDUM.

A prospective study of medical students' perspective of teaching-learning media: reiterating the importance of feedback.

PubMed

Dhaliwal, Upreet

2007-11-01

To enhance successful communication, medical teachers are increasingly using teaching-learning media. To determine medical students' perception of three such media (blackboard, overhead projector, and slides), and to generate recommendations for their optimal use, a prospective questionnaire-based study was carried out among 7th semester medical students of the University College of Medical Sciences and Guru Teg Bahadur Hospital, Delhi. Students made a forced choice between: (1) The three media on 8 questions regarding their advantages and disadvantages and (2) four aspects of a lecture (teaching-learning media, topic, teacher and time of day) regarding which made the lecture most engaging. Resulting data was analysed by Chi-square and Fisher's exact tests. Chalk and blackboard was rated as best in allowing interaction and helping recall (p<0.001 each). The overhead projector was best in providing information pointwise (p<0.001; 67 students, 89.3%, considered this an advantage). More subject matter could be covered per lecture (p=0.001; 58 students, 77.3%, considered this a disadvantage). Slides were best in imparting clinical details (p=0.004), but were sleep inducing (p<0.001). The teacher's style of instruction was most important in making the lecture engaging (p<0.001). The teacher's role in the learning process is important. Students enjoy the slow pace and interaction allowed by blackboard, pointwise information presented by the overhead projector, and the clinical details a slide can provide. The results suggest that the lecture could best be a combination of two or more teaching-learning media. Students' interaction should be encouraged whatever the media used.

Adaptive Learning Systems: Beyond Teaching Machines

ERIC Educational Resources Information Center

Kara, Nuri; Sevim, Nese

2013-01-01

Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its…

Evaluation of Brainstorming Session as a Teaching-learning Tool among Postgraduate Medical Biochemistry Students

PubMed Central

Goswami, Binita; Jain, Anju; Koner, Bidhan Chandra

2017-01-01

Background: The thrust for postgraduate teaching should be self-directed learning with equal participation by all students in academic discussions. Group discussions involve conduction of the discourse by a leader who guides the discussion as well as points out any wrong information. This discourages quieter students from participation with the fear of rebuke. Brainstorming is devoid of all such fallacies with no judgment and reprimand. Aim: The aim of this study was to use brainstorming as a teaching-learning tool among postgraduate students of medical biochemistry. Materials and Methods: The project was commenced after due approvals from the research and ethical committee. The participants were enrolled after informed consent and sensitization. All the pro forma and questionnaires were duly validated by experts. After piloting and incorporation of the suggestions for improvisation, the main sessions were planned and implemented. The response was judged by posttest scores and feedback forms. Results: There was an improvement of understanding of the biochemical concepts as assessed by the posttest scores and solving of a similar clinical problem. The students expressed satisfaction with the conduction, timing, and discussion of the clinical problems. The drawbacks of traditional teaching as expressed during the feedback stage were also taken care of by the brainstorming sessions. Conclusions: Our project made the students and the faculty aware about the utility of brainstorming for teaching purposes in medical education which till now was considered efficacious only for troubleshooting in advertising and management institutions. The students were satisfied with this technique for understanding of biochemical concepts. PMID:29344451

Teachers' experiences of teaching in a blended learning environment.

PubMed

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Linking Teaching and Research in an Undergraduate Course and Exploring Student Learning Experiences

ERIC Educational Resources Information Center

Wallin, Patric; Adawi, Tom; Gold, Julie

2017-01-01

In this case study, we first describe how teaching and research are linked in a master's course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of…

Chinese Students Making Sense of Problem-Based Learning and Western Teaching--Pitfalls and Coping Strategies

ERIC Educational Resources Information Center

Gram, Malene; Jaeger, Kirsten; Liu, Junyang; Qing, Li; Wu, Xiangying

2013-01-01

Culturally different imaginations of student and teacher roles, incongruent perceptions of academic standards, and diverging conceptualizations of learning may cause "difficult times" for institutions and individual learners involved in international education. Universities practicing alternative approaches to teaching and learning, for…

Psychology of Learning Spaces: Impact on Teaching and Learning

ERIC Educational Resources Information Center

Granito, Vincent J.; Santana, Mary E.

2016-01-01

New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

Learning to Teach as Situated Learning: An Examination of Student Teachers as Legitimate Peripheral Participants in Cooperating Teachers' Classrooms

NASA Astrophysics Data System (ADS)

McDonald, Eric J.

Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role

Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction.

PubMed

Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz

2014-10-01

' satisfaction in blended learning method was higher than lecture method. The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students' knowledge, satisfaction and attention.

Teaching Strategies to Improve Algebra Learning

ERIC Educational Resources Information Center

Zbiek, Rose Mary; Larson, Matthew R.

2015-01-01

Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms.

ERIC Educational Resources Information Center

Simmons, Deborah C.; And Others

1995-01-01

Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…

The Effect of Data-Driven Approach to Teaching Vocabulary on Iranian Students' Learning of English Vocabulary

ERIC Educational Resources Information Center

Barabadi, Elyas; Khajavi, Yaser

2017-01-01

Corpus-based data-driven learning (DDL) is an innovation in teaching and learning new vocabulary for EFL students. Using teacher-prepared materials obtained from COCA corpus, the goal of the present study is to compare DDL and traditional methods of teaching vocabulary like consultation of dictionary or a grammar book. As such, two intact classes…

Development and evaluation of a teaching and learning approach in cross-cultural care and antidiscrimination in university nursing students.

PubMed

Allen, Jacqui; Brown, Lucinda; Duff, Carmel; Nesbitt, Pat; Hepner, Anne

2013-12-01

Cross-cultural care and antidiscrimination are vital to ethical effective health systems. Nurses require quality educational preparation in cross-cultural care and antidiscrimination. Limited evidence-based research is available to guide teachers. To develop, implement and evaluate an evidence-based teaching and learning approach in cross-cultural care and antidiscrimination for undergraduate nursing students. A quantitative design using pre- and post-survey measures was used to evaluate the teaching and learning approach. The Bachelor of Nursing program in an Australian university. Academics and second year undergraduate nursing students. A literature review and consultation with academics informed the development of the teaching and learning approach. Thirty-three students completed a survey at pre-measures and following participation in the teaching and learning approach at post-measures about their confidence to practice cross-cultural nursing (Transcultural Self-efficacy Tool) and about their discriminatory attitudes (Quick Discrimination Index). The literature review found that educational approaches that solely focus on culture might not be sufficient in addressing discrimination and racism. During consultation, academics emphasised the importance of situating cross-cultural nursing and antidiscrimination as social determinants of health. Therefore, cross-cultural nursing was contextualised within primary health care and emphasised care for culturally diverse communities. Survey findings supported the effectiveness of this strategy in promoting students' confidence regarding knowledge about cross-cultural nursing. There was no reported change in discriminatory attitudes. The teaching and learning approach was modified to include stronger experiential learning and role playing. Nursing education should emphasise cross-cultural nursing and antidiscrimination. The study describes an evaluated teaching and learning approach and demonstrates how evaluation

Evaluation of Students' Perceptions Towards An Innovative Teaching-Learning Method During Pharmacology Revision Classes: Autobiography of Drugs.

PubMed

Joshi, Anuradha; Ganjiwale, Jaishree

2015-07-01

Various studies in medical education have shown that active learning strategies should be incorporated into the teaching-learning process to make learning more effective, efficient and meaningful. The aim of this study was to evaluate student's perceptions on an innovative revision method conducted in Pharmacology i.e. in form of Autobiography of Drugs. The main objective of study was to help students revise the core topics in Pharmacology in an interesting way. Questionnaire based survey on a newer method of pharmacology revision in two batches of second year MBBS students of a tertiary care teaching medical college. Various sessions on Autobiography of Drugs were conducted amongst two batches of second year MBBS students, during their Pharmacology revision classes. Student's perceptions were documented with the help of a five point likert scale through a questionnaire regarding quality, content and usefulness of this method. Descriptive analysis. Students of both the batches appreciated the innovative method taken up for revision. The median scores in most of the domains in both batches were four out of five, indicative of good response. Feedback from open-ended questions also revealed that the innovative module on "Autobiography of Drugs" was taken as a positive learning experience by students. Autobiography of drugs has been used to help students recall topics that they have learnt through other teachings methods. Autobiography sessions in Pharmacology during revision slots, can be one of the interesting ways in helping students revise and recall topics which have already been taught in theory classes.

Assessing the Teaching and Student Learning Outcomes of the Katz/Henry Faculty Development Model.

ERIC Educational Resources Information Center

Finkelstein, Martin

The impact of the Katz/Henry Faculty Development Model on teaching behaviors and student learning outcomes was assessed with 24 faculty members at 4 institutions in New Jersey. This model, known as "Partners in Learning" involved: faculty pairs who observe one another's class, partner meetings to discuss shared experience in the…

How Do Students Learn Theology?

ERIC Educational Resources Information Center

Saines, Don

2009-01-01

This paper explores the way students learn theology through a small qualitative research project. It is undertaken in conversation with current higher education learning theory. This learning theory suggests that it is important to discover how a student conceptualizes learning and how they perceive the teaching environment. Students interviewed…

Students Engaged in Teaching

ERIC Educational Resources Information Center

Ford, Channing R.; Wilkins, Emily B.; Groccia, James E.

2018-01-01

The role of peer teaching has long been established in academia as a means to foster student engagement in the classroom, increase student learning, and as a way to reduce faculty workload. This chapter highlights the direct and powerful positive impacts of engaging students as teachers upon the student providing the instruction, those receiving…

An Evaluation of Two Methods for Teaching United States History to Students with Learning Disabilities

ERIC Educational Resources Information Center

Winchester, Katherine; Darch, Craig; Eaves, Ronald C.; Shippen, Margaret E.; Ern, Greg; Bell, Bedarius

2009-01-01

We compared two approaches to teaching United States history to students with learning disabilities (LD). We randomly assigned students in seventh through ninth grades (n = 44) to separate treatment groups (strategy-based instruction or traditional instruction). In both approaches, students were taught identical content on two units of the Civil…

Teaching About "Brain and Learning" in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence.

PubMed

Dekker, Sanne; Jolles, Jelle

2015-01-01

This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence.

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

What is taking place in science classrooms?: A case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning

NASA Astrophysics Data System (ADS)

Norman, Lashaunda Renea

This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School

Creating an Interactive and Responsive Teaching Environment to Inspire Learning

ERIC Educational Resources Information Center

Paladino, Angelina

2008-01-01

Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and…

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

PubMed

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

Student Responses to Active Learning Activities with Live and Virtual Rats in Psychology Teaching Laboratories

ERIC Educational Resources Information Center

Hunt, Maree J.; Macaskill, Anne C.

2017-01-01

Taking an ethical approach to using nonhuman animals in teaching requires assessment of the learning benefits of using animals and how these compare to the benefits of alternative teaching practices. It is also important to consider whether students have ethical reservations about completing exercises with animals. We compared upper level…

Growing of the mathematical thinking imaginative to students in designing of the teaching aids for CWD towards to joyful learning

NASA Astrophysics Data System (ADS)

Sugiman; Sugiharti, E.; Kurniawati, N. F.

2018-03-01

Government and the private parties had also organized of Special School (SS) and Inclusive School. SS requires of math teachers who were professional in the material, but also master the needs of Children with Disabilities (CwD) in teaching-learning process. The problem: How to design the Teaching Aids for CwD through Extra-Curriculum Training (ECT) activities to Joyful Learning? The purposes of this research: (1) To find new ways how to grow the imaginative in mathematical thinking for students of Mathematics Education. (2) To find a Teaching Aids Design that suitable for CwD who studying in SS. (3) In order to create a Teaching Aids for CwD through activities based on ECT to Joyful Learning. The research method was done by qualitative approach. The research subjects were 6 students of Mathematics Education Study Program of FMIPA UNNES who were interested in attending of the training activities based on ECT. The results: (1) ECT can be a place to grow an Imaginative in Mathematical Thinking of students, (2) created the design of the teaching aids for CwD through activities based on ECT to Joyful Learning as a mirror of the imaginative growth in mathematical thinking for students.

Learning styles in vertically integrated teaching.

PubMed

Brumpton, Kay; Kitchener, Scott; Sweet, Linda

2013-10-01

With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.

Teaching caring and competence: Student transformation during an older adult focused service-learning course.

PubMed

Brown, Karen M; Bright, Leslie M

2017-11-01

Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Quality of Teaching and Learning of BCOM Honours Degree Students at an Open Distance Learning University in South Africa

ERIC Educational Resources Information Center

van Antwerpen, Sumei

2015-01-01

Student support at Unisa involves a range of stakeholders providing academic and administrative support. The study was conducted among Unisa BCom honours students. The main objective of the study was to determine the educational quality of teaching and learning offered. Students were contacted by e-mail and asked to complete an online…

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

NASA Astrophysics Data System (ADS)

Nurjanah; Dahlan, J. A.; Wibisono, Y.

2017-02-01

This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

Student Teachers' Approaches to Teaching Biological Evolution

NASA Astrophysics Data System (ADS)

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-06-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

Some Propositions about Teaching and Learning.

ERIC Educational Resources Information Center

Hunter, Walter E., Comp.; And Others

Various propositions on college teaching and learning, established by the professor and graduate students in a course at the University of Florida, are presented. The importance of both the professional discipline and teaching components is stressed. The propositions are intended for graduate students to use as a resource of basic information…

The Influence of Teaching Methods and Learning Environment to the Student's Learning Achievement of Craft and Entrepreneurship Subjects at Vocational High School

ERIC Educational Resources Information Center

Munawaroh

2017-01-01

This research aims to explain the influence of teacher's teaching methods and learning environment to the learning achievement in class XI with the competency of accounting expertise to the subjects of craft and entrepreneurship, according to the students, the subject was very heavy and dull. The population in this research are students in class…

How Expert Secondary Special Education Teachers Conceptualize Teaching Literacy in Their Content Area to Students with Learning Disabilities

ERIC Educational Resources Information Center

Lauterbach, Alexandra A.

2013-01-01

This study provides insight into the cognition of expert content area teachers with specialized knowledge in teaching literacy to students with learning disabilities (LD), with the purpose of developing an understanding of expertise in teaching literacy in the content areas to secondary students with LD. This study used hermeneutic phenomenology…

Research Ethics in Teaching and Learning

ERIC Educational Resources Information Center

Doyle, Elaine; Buckley, Patrick

2014-01-01

The evolution of enquiry-based teaching and learning has broadened the range of research carried out by university students. As a result, the boundaries between teaching and learning and academic research are being blurred to a degree not experienced heretofore. This paper examines whether research undertaken as part of course work should fall…

Learning by Teaching: Developing Transferable Skills

ERIC Educational Resources Information Center

Stollhans, Sascha

2016-01-01

"Learning by teaching" (German: "Lernen durch Lehren," commonly abbreviated as "LdL") is a teaching and learning approach which was developed by the French language teacher Jean-Pol Martin in German schools in the 1980s (Martin, 1985). The method sees students in the role of the teacher, and enhances their learning…

Experiencing teaching and learning quantitative reasoning in a project-based context

NASA Astrophysics Data System (ADS)

Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara

2016-12-01

This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to teaching and learning mathematics in more traditional settings. The grade 9-12 student participants were characterised by a history of disengagement with mathematics and school in general, and the teacher participants were non-mathematics specialist teachers. Both students and teachers were new to the PjBL situation, which resulted in the teaching/learning relationship being a reciprocal one. The findings indicated that students and teachers viewed QR positively, particularly when compared with traditional mathematics teaching, yet tensions were identified for aspects such as implementation of curriculum and integration of relevant mathematics into projects. Both sets of participants identified situations where learning QR was particularly successful, along with concerns or difficulties about integrating QR into project work. The findings have implications for educators, who may need to examine their own approaches to mathematics teaching, particularly in terms of facilitating student engagement with the subject.

Design of Smart Educational Robot as a Tool For Teaching Media Based on Contextual Teaching and Learning to Improve the Skill of Electrical Engineering Student

NASA Astrophysics Data System (ADS)

Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.

2018-04-01

The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.

Coursework for Promoting Teaching and Learning

ERIC Educational Resources Information Center

Kandamby, G. W. T. C.

2017-01-01

Teaching is to be amalgamated with learning environment where students attend work with interest. Coursework was designed and conducted for Quantity Surveying module from 2014 as a study and found that it has supported for promoting teaching and learning. It was revealed that encouragement made only for attendance is not sufficient to obtain high…

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD.

PubMed

Spriggs, Amy D; Gast, David L; Knight, Victoria F

2016-09-01

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.

Near-peer teaching in anatomy: an approach for deeper learning.

PubMed

Evans, Darrell J R; Cuffe, Tracy

2009-10-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first- and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning.

Effects of Pre-Service Teacher Learning and Student Teaching on Teacher Education

ERIC Educational Resources Information Center

AlAjmi, Maadi M.; Al-Dhafiri, Mohammed D.; Al-Shammari, Zaid N.

2016-01-01

The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects,…

Deep Knowledge: Learning to Teach Science for Understanding and Equity. Teaching for Social Justice

ERIC Educational Resources Information Center

Larkin, Douglas B.

2013-01-01

"Deep Knowledge" is a book about how people's ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories,…

Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

PubMed

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning

ERIC Educational Resources Information Center

Bender, Tisha

2005-01-01

As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…

Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students

ERIC Educational Resources Information Center

Yoon, InJeong

2017-01-01

In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an art education course. The primary purpose of this study is to provide insights in teaching practice and students' learning processes when the course is designed to examine systems of oppression through…

Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

NASA Astrophysics Data System (ADS)

Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

2004-12-01

The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the

Interpreting Kenyan Science Teachers' Views about the Effect of Student Learning Experiences on Their Teaching

ERIC Educational Resources Information Center

Nashon, Samson Madera

2013-01-01

Analysis of views from a select group of Kenyan science teachers regarding the effect of student learning experiences on their teaching after implementing a contextualized science unit revealed that the teachers' (a) literal interpretation and adherence to the official curriculum conflicted with the students' desires to understand scientific…

A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.

ERIC Educational Resources Information Center

Pintrich, Paul R.

2003-01-01

Develops a motivational science perspective on student motivation in learning and teaching contexts that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired…

A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Consiglio, D.; Gonzaga, V.

2010-01-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies.

Influence of undergraduate nursing student teaching methods on learning standard precautions and transmission-based precautions: Experimental research.

PubMed

Kappes Ramirez, Maria Soledad

2018-02-01

An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module. Copyright © 2017 Elsevier Ltd. All rights reserved.

Nursing Students with Learning Disabilities.

ERIC Educational Resources Information Center

Selekman, Janice

2002-01-01

Discusses the following topics: identification and classification of learning disabilities (LD), effects of LD on nursing students, teaching and learning, LD legislation, and academic interventions for nursing students with LD. (SK)

E-Learning in Urology: Implementation of the Learning and Teaching Platform CASUS® - Do Virtual Patients Lead to Improved Learning Outcomes? A Randomized Study among Students.

PubMed

Schneider, Anna-Teresa; Albers, Peter; Müller-Mattheis, Volker

2015-01-01

E-learning is playing an increasing role in medical education, supporting a problem-based and practical oriented education without putting patients at risk and compensating for the decrease in instructor-centered teaching. Not much research has been done concerning learning effects and reaction on behalf of the students. We created computer-based cases for four important diagnoses in urology using the authoring system CASUS®. Fourth-year medical school students were randomized into two groups: (1) the CASUS® group, using the online cases for preparation, and (2) the book group, using a textbook. A multiple-choice test referring to the prepared topic had to be completed at the beginning of each lecture and the results were analyzed. Evaluation of the students concerning the acceptance of the program was done at the end of the semester. Members of the CASUS® group scored significantly higher with an average of 20% better test results than students using textbooks for preparation. Evaluation regarding the program showed a highly positive rating. Limitations include the small study population and the possibly biased test performance of the students. Computerized patient cases facilitate practice-oriented teaching and result in an interesting and engaging learning model with improved learning outcomes. © 2015 S. Karger AG, Basel.

Improving Mathematics Teaching and Learning Experiences for Hard of Hearing Students with Wireless Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school.…

E-Collaboration Technologies in Teaching/Learning Activity

ERIC Educational Resources Information Center

Zascerinska, Jelena; Ahrens, Andreas

2009-01-01

A proper use of e-collaboration technologies in the teaching/learning process is provided by varied cooperative networks, which penetrate teachers' and students' activity more thoroughly with the availability of broadband services. However, the successful use of e-collaboration technologies in teaching/learning activity within a multicultural…

Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

ERIC Educational Resources Information Center

Kim, Insook

2016-01-01

This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

Comparing Chinese International and American-born Graduate Students' Beliefs about Teaching and Learning

ERIC Educational Resources Information Center

Zhao, Fangxia

2009-01-01

This study examined the educational beliefs about teaching and learning of Chinese international and American-born graduate students in the disciplines of pure and applied sciences and mathematics at Auburn University by comparing their similarities and differences. The study reported (a) participants' demographic characteristics, (b) the dominant…

Teaching Introduction to Psychology: Promoting Student Learning Using Digital Storytelling and Community Engagement

ERIC Educational Resources Information Center

Grange, Christina; Miller, Antoinette

2018-01-01

This paper demonstrates how partnering with digital storytelling initiatives, like the StoryCorps project, can yield fruitful service-learning opportunities, while also supporting innovative approaches for teaching students from a range of disciplines who are enrolled in Introduction to Psychology (PSYC 1101). While various pedagogical tools for…

Basic Burns Management E-Learning: A New Teaching Tool.

PubMed

Egro, Francesco M

Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study

PubMed Central

Zeng, Rui; Xiang, Lian-rui; Zeng, Jing; Zuo, Chuan

2017-01-01

Background We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. Methods We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. Results There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Conclusion Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting. PMID:28331383

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.

PubMed

Zeng, Rui; Xiang, Lian-Rui; Zeng, Jing; Zuo, Chuan

2017-01-01

We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.