A study on interactive teaching methodology in design art

Introduction: The interactive teaching system is one such tool which aims at improving the conventional lecture. In this study we had compared three types of interactive teaching viz., flipped class room, MCQ (Multiple Choice Question) based interactive teaching and confusion technique by kircpatrics level 1 evaluation. Methodology: It was an academic study conducted for a period of 1year for final year M.B.B.S students’ batch of 50 in Obstetrics and Gynaecology department of NEIGRIHMS from March 2018 to March 2019. Out of a total of 12 topics selected for interactive teaching technique, 4 topics were taught in flipped classroom technique, another 4 taught with putting MCQ in the class and remaining 4 topics were taught using confusion technique. Immediate feedback was obtained from students using likert chart. All the data were collected and analysed by Wilcoxon Signed rank test by using SPS Software 22. Observation: Flipped classroom technique of teaching was found preferable to MCQ technique (p value<0.01). Also flipped class room technique was preferred by student to confusion technique (p value<0.01). On comparision between MCQ and Confusion technique, MCQ was preferred by the students (p value <0.01). Conclusion: Interactive techniques and strategies make the students actively involved in the learning process, retaining more information and hence leaving them satisfied. In our study, flipped classroom method was the most preferred method by the students as a modality of interactive teaching when compared to MCQ based teaching and Confusion technique.

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An Investigation Into the Interactive Teaching Practices of Librarians in Information Literacy Instruction at the University of Auckland Library

10.26686/wgtn.16984876.v1 ◽

2021 ◽

Author(s):

◽

Neda Zdravkovic

Keyword(s):

Information Literacy ◽

Mixed Methods Research ◽

Online Survey ◽

Quantitative Information ◽

Classroom Teaching ◽

Teaching Methodology ◽

Second Phase ◽

Structured Interviews ◽

Interactive Teaching ◽

The University

<p>The development of constructivist learning theory has greatly influenced the design and delivery of the Information Literacy instructional programmes. Student-centred teaching methodology has been widely adopted in the IL instruction, however, the challenges library presenters face while practicing interactive teaching methods in their classes still require further investigation. This study aims to respond to the need for a deeper understanding of IL instruction from a teachers' perspective and provide an insight into currently applied interactive practices in IL classroom teaching, as well as associated challenges and effective solutions. An explanatory, sequential mixed methods research design has been applied to further investigate the quantitative information collected in the first phase of the project (an online survey emailed to 55 Subject Librarians at the University of Auckland (UoA)) followed by the second phase of qualitative, in-depth data gathering conducted in the form of nine individual 45 minutes long semi-structured interviews with Subject Librarians at the University of Auckland. The findings confirm the themes already discussed in the library literature, but also reveal new and unexpected elements of IL classroom instruction offered at the tertiary level in New Zealand region. Eleven original interactive classroom activities successfully employed in IL classroom teaching by Subject Librarians at the UoA are also identified during this research project and presented in the report. Suggestions are made for further research.</p>

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Development of interactive methods and research skills in the methodology of teaching biology

NATURE AND SCIENCE ◽

10.36719/2707-1146/03/46-49 ◽

2020 ◽

Vol 02 (03) ◽

pp. 46-49

Author(s):

Narmin Azizova ◽

Keyword(s):

Teaching Methods ◽

Educational Program ◽

Interactive Methods ◽

Teaching Methodology ◽

Interactive Teaching ◽

Active Teaching ◽

True Meaning ◽

Education Levels ◽

Modern Textbook ◽

The Subject

So, here some major points were discussed such as the interactive teaching methods and research in teaching methodology of biology. If we look at to the topics that covered in this research, we will see a big difference between what should be and what is actually taught. We can conclude that in Azerbaijan schools have insufficient attention to the curriculum. Lessons are not held in accordance with the rules that established during the education. As a result, the student is not able to perceive completely the modern textbook. The subject curriculum has its own characteristics. For example, the use of active teaching methods, assessment of knowledge and conception, involvement to the training and etc. According to the new educational program, biology is teaching in the general secondary and complete secondary education levels. The content of the learning during the training must be compatible in accordance to the curriculum standards. If we look at the current lessons, we will see that the curriculum remains being just the term at the same time. There are specific reasons for this. Thus, the curriculum is not sufficiently appropriated to teachers. This term is not used properly because its true meaning has not been conveyed. Key words: interactive, evaluation, presentation, curriculum, methodology

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The Integration of Problematic Teaching Method and Innovation in Education

Madrosatuna Journal of Islamic Elementary School ◽

10.21070/madrosatuna.v2i2.1968 ◽

2019 ◽

Vol 2 (2) ◽

pp. 39

Author(s):

Fayzullaev Sh. N ◽

Eshnazarova G

Keyword(s):

Education Reform ◽

Teaching Methods ◽

Teaching Method ◽

Learning Processes ◽

School Education ◽

Teaching Methodology ◽

Future Teachers ◽

Educational Content ◽

Interactive Teaching ◽

Innovation In Education

This article analyzes the content of the educational content linking the problematic teaching methodology with information and pedagogical technologies, interactive teaching methods in the teaching of future teachers and coaches in order to implement the pre-school education reform and the requirements of this sector. It also focuses on creating a psychological environment that is related to achieve designing the learning processes.

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