Course design, teaching method and student epistemology

1991 ◽  
Vol 22 (3) ◽  
pp. 229-249 ◽  
Author(s):  
Christine Sheppard ◽  
J. Gilbert
Keyword(s):  
Course Design ◽  
Teaching Method ◽  
Student Epistemology

scholarly journals CONTENT AND LANGUAGE INTERGATED LEARNING IN FOREIGN LANGUAGE COURSES FOR ENGINEERING STUDENTS

2021 ◽  
pp. 107-127
Author(s):  
N. A. Gunina ◽  
E. Yu. Voyakina ◽  
L. Yu. Koroleva ◽  
T. V. Mordovina
Keyword(s):  
Foreign Language ◽  
Engineering Students ◽  
Course Design ◽  
Theoretical Foundation ◽  
Teaching Method ◽  
Language Teaching ◽  
Professional Communication ◽  
Language Courses ◽  
Competency Based ◽  
Foreign Language Courses

In modern foreign language teaching, a variety of approaches is used to meet the learners’ needs in acquiring language skills for professional communication. One of them is Content and Language Integrated Learning (CLIL), an innovative language teaching method that combines learning a foreign language and profession-related content. In this paper, we describe the experience of designing a course in English for students of Biomedical Engineering with elements of the CLIL approach. A theoretical foundation for implementing CLIL within the competency-based approach is provided. The core principles of CLIL are discussed. The paper focuses on the course design and its structure as well the main requirements to selecting the learning materials. The examples of sample tasks and activities for the course are presented.

scholarly journals TRANSLATION AS A METHOD IN TEACHING ESP: AN INDUCTIVE THEMATIC ANALYSIS OF LITERATURE

2019 ◽  
pp. 513
Author(s):  
Viktorija Mažeikienė
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Method ◽  
Listening Skills ◽  
Academic Publications ◽  
Learner Profile ◽  
Teaching Learning ◽  
Analytic Skills ◽  
Inductive Thematic Analysis

Using translation in ESP teaching and learning is an important issue but it has been very scarcely researched so far because of the negative connotations with the grammar-translation method. But since the last decade of the 20th century, revival of interest in the use of translation and use of L1 in foreign language teaching has been noticeable. Therefore, the main aim of this paper is to analyse academic publications on the use of translation (and L1) in the ESP teaching and learning in order to see what aspects are raised by researchers and practitioners as regards the efficiency of translation as a teaching method in ESP classes in higher education. The objectives of this paper are: (1) to see what important and telling themes are evident in the selected academic publications, and (2) to analyse the attitudes of the authors of the papers towards using translation as a supplementary teaching method in teaching/learning ESP. For this paper, inductive thematic analysis has been chosen as a useful qualitative analytic method (Brown and Clarke 2006). The data corpus for this paper (14 quality papers) has been collected by conducting a systematic literature search of two academic online databases: EBSCO Academic Search Complete and Web of Science. Initially, emerging themes have been grouped under two headings – learner needs and teaching practices – and elaborated further on as specific themes: defining learner profile, course design, translation as a communicative activity, focusing on accuracy, facilitating understanding, defining specific tasks, consolidating particular skills, balancing the amount of translation in the ESP classroom. The inductive thematic analysis of the academic publications done for this paper shows that translation-based activities are useful for the ESP learner and that translation is an efficient ESP teaching and learning method if the amount of translation done is well-balanced, activities are well-planned and the learner profile and needs in each specific course well-analysed. Translation activities consolidate reading, writing, speaking and listening skills of the ESP learners, facilitate communication and comprehension of a specific field, develop analytic skills and teach to focus on accuracy.

scholarly journals Effizienz der Methode Lernen durch Lehren (LdL) – Ergebnisse eines Experiments

2019 ◽  
Vol 46 (1) ◽  
pp. 9-21
Author(s):  
Monika Janicka
Keyword(s):  
Course Design ◽  
Teaching Method ◽  
Applied Linguistics ◽  
Process Research ◽  
Control Group ◽  
Learning Approaches ◽  
Communication Course ◽  
The Third ◽  
Qualitative Survey ◽  
Research Findings

Constructivist learning approaches emphasize the interface of learning by doingand student participation, as well as the efficiency of the learning process. Research findings have also demonstrated that students learn more effectively from each other (Hattie 2013). The aim of the experiment conducted was to verify the efficiency of the “learning through teaching” method (LTT) (Martin 1985), in which students assume some of the teacher’s tasks. The experiment was conducted during the third semester of the “grammar in communication” course at the faculty of Applied Linguistics at Maria Curie-Skłodowska University. The result confirmed that, after a semester, the group working with the learning through teaching method had higher achievements than the control group. Thanks to a qualitative survey, some prospects and limits of the method could be determined. It also provided feedback for intern, process-oriented evaluation, which makes it possible to optimize course design in the future.

The Construction and Practice of Teaching Method for Mechanical Principles Integration Course Based on CDIO

2012 ◽  
Vol 591-593 ◽  
pp. 2171-2174
Author(s):  
Qian Qian Lu ◽  
Yang Fang Wu ◽  
Shu Li Sun
Keyword(s):  
Mechanical Engineer ◽  
Engineering Education ◽  
Creative Thinking ◽  
Course Design ◽  
Teaching Method ◽  
Teaching Experiment ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Passive Learning ◽  
Solid Foundation

In this paper, a teaching method reform is introduced based on the CDIO international concept of engineering education, to build the integrated teaching model of the mechanical principles that combines theory teaching, experiment and course design. During the reform, a schedule is made to arrange these three parts according to their contents, and joined all the content together so as to let students’ do related practices while learning new theories. This reform is aim at leading students change from passive learning into voluntary study, cultivating students' creative thinking so as to train students the abilities of conceive, design, implementation and operation. The results turned out that this method can free students from traditional teaching model and make a solid foundation for training a qualified mechanical engineer.

scholarly journals Action Research on College Students’ Learning Satisfaction of Incorporating Art Therapy and Spirituality into A Career Planning Course

2018 ◽  
Vol 10 (1) ◽  
pp. 38
Author(s):  
Huiling Peng ◽  
Shyue-Ying Chiang
Keyword(s):  
College Students ◽  
Standard Deviation ◽  
Action Research ◽  
General Education ◽  
Art Therapy ◽  
Course Design ◽  
Career Planning ◽  
Teaching Method ◽  
Learning Satisfaction ◽  
Teaching Assessment

The investigation of college students’ learning satisfaction for a new teaching model: Example of incorporating art therapy and spirituality into a career planning course. The subjects of this action research were 47 freshmen enrolled in the “Career Planning-Soft Power of Employability” course (10 males and 37 females). Two types of Likert scale questionnaire surveys were conducted before the end of the first semester. The Learning Satisfaction Questionnaire survey showed that the students’ response to the course was positive. Regarding the precursor activity designed for incorporating art therapy into the career planning course, the students’ average learning satisfaction was 4.45 with a standard deviation of 0.82, whereas their average learning satisfaction of overall curriculum planning was 4.34 with a standard deviation of 0.78. The results of open feedback forms showed that the incorporation of art therapy into the relevant activities of this course helped enhance the students’ concentration and interest in learning. In addition, the course was designed to enhance the effectiveness of teaching assessment. The results of the Teaching Assessment Questionnaire showed that the students’ average satisfaction of teaching in this course was 4.44 with a standard deviation of 0.78. Finally, this action research not only proposed specific suggestions for incorporating art therapy and spirituality into career planning course design and teaching method but also pointed out the direction for future action research on the incorporation of expressive art therapy into the relevant course activities of general education.

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