Do Experiments Teach Basic Economics Lessons Better than Traditional Teaching Techniques?

2021 ◽  
Author(s):  
Jeffrey Livingston
Keyword(s):  
Traditional Teaching ◽  
Teaching Techniques ◽  
Better Than

scholarly journals Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching

2017 ◽  
Vol 6 (2) ◽  
pp. 52
Author(s):  
Xiuquan Shi ◽  
Yanna Zhou ◽  
Haiyan Wang ◽  
Tao Wang ◽  
Chan Nie ◽  
...  
Keyword(s):  
Study Design ◽  
Teaching Methods ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Comprehensive Model ◽  
Good Science ◽  
Combined Application ◽  
Case Based Learning ◽  
Case Based ◽  
Better Than

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P<0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P<0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.

scholarly journals Can a Floral Design Lab Course Be Taught Effectively Using Web-Based Delivery?

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 809A-809
Author(s):  
Sharon Henss* ◽  
Jayne Zajicek ◽  
R. Daniel Lineberger
Keyword(s):  
Survey Design ◽  
Course Evaluations ◽  
Traditional Teaching ◽  
Delivery Method ◽  
Teaching Techniques ◽  
Web Based ◽  
Course Grades ◽  
Demographic Survey ◽  
Distance Learning Environment ◽  
The Web

The performance and satisfaction of students enrolled in a traditionally structured lecture/lab floral design course and a Web-based version of the same course were compared. Students were assigned randomly to course sections by available seating. Data collected included a demographic survey, design and course evaluations, and test grades. Significant differences were noted in class grades, with students in the traditionally taught course outperforming the Web-based students in both lecture and lab grades. Results from a survey instrument designed to determine whether students were suited to the distance learning environment (given only to the Web-based students) indicated a direct correlation between distance preparedness and course grades. A higher level of distance course preparedness correlated with a higher grade in the course. There was also a direct correlation between grades and whether the student was in the course with the delivery method they preferred. Students who were assigned to the course they preferred had significantly higher grades than students who did not. These results indicate that overall, a course such as floral design may be more effectively taught through traditional teaching techniques. However, certain students with adequate computer skills and a preference for Web-based courses may be successful in courses such as floral design.

scholarly journals Multimedia-Assisted Learning among Lebanese Teachers

2013 ◽  
Vol 4 (3) ◽  
pp. 86-90
Author(s):  
Khayrazad Kari Jabbour
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Multimedia Learning ◽  
Mental Representations ◽  
Classroom Teaching ◽  
Small Scale ◽  
Traditional Teaching ◽  
Teaching Techniques ◽  
School Teachers ◽  
Survey Results

Multimedia learning consists of graphics and texts. Learning occurs when the learners create mental representations from combining the text and relevant graphics in the lessons. Incorporation of multimedia learning in teaching can lead education to a higher level than traditional teaching techniques. The aim of this study is to investigate the extent to which multimedia is incorporated in classroom teaching among Lebanese educators. A small scale survey from 50 middle school teachers of 10 different schools selected from various areas in Lebanon was undertaken. The survey results were compared and tested in order to evaluate whether or not the teachers integrate multimedia in classroom teaching. If they do, this study aims to identify the multimedia elements they frequently use. However, if not, this study aims to find out the causes for not adopting multimedia in their classroom teaching.

scholarly journals Research on the Application of PBL Teaching Method in Physics Experiment Teaching

2021 ◽  
pp. 53-56
Author(s):  
Qi Tian ◽  
Zhi-Xin Huang ◽  
Wei Li ◽  
Ming-Hai Wu ◽  
Yu-Jie Chen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
The Times ◽  
Physics Experiment ◽  
Experimental Group ◽  
Better Than

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

scholarly journals A Meta-analysis of the Effect of the Sandwich Teaching Model on the Learning Outcomes of Nursing Students

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Yanqiu Hao ◽  
Xiangshu Cui
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Quality Evaluation ◽  
Teaching Method ◽  
Meta Analysis ◽  
Operational Performance ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Chinese And English ◽  
Better Than

Objective: To evaluate the effect of the sandwich teaching model on the learning effect of nursing students. Methods: The Chinese and English databases of CNKI, WanFang, Vip, superstar, and PubMed were searched by computer, and the data were analyzed by Rev Man 5.3 software after literature quality evaluation. Results: Meta-analysis showed that the theoretical and operational performance of the nursing students in the sandwich teaching method was better than that of the traditional teaching group. Conclusion: The sandwich approach was superior to the traditional teaching method in the learning outcomes of nursing students.

scholarly journals Interactive Learning Applied in Undergraduate Mechanical and Mechatronics Courses at the University of Waterloo

2010 ◽  
Author(s):  
Jose Imbert ◽  
Hamid Jahed ◽  
William Owen ◽  
Gordon Stubley
Keyword(s):  
Learning Process ◽  
Interactive Learning ◽  
Teaching Techniques ◽  
Interactive Teaching ◽  
Undergraduate Engineering ◽  
Learning Techniques ◽  
One To One ◽  
The University ◽  
Better Than

It has been shown that when students are actively involved in the learning process they learn the concepts presented better than with “traditional” learning techniques where the students do not participate or participate very little. Ideal implementations of this approach require significant one to one interaction with students, which can be relatively easily done in small classes; however, this can be very challenging in undergraduate engineering courses that can have anywhere from forty to one hundred students. Interactive teaching techniques have been implemented in four undergraduate courses at the Department of Mechanical and Mechatronics Engineering of the University of Waterloo.

Education of sustainable development goals through students’ active engagement

2019 ◽  
Vol 10 (3) ◽  
pp. 521-544 ◽  
Author(s):  
Dario Cottafava ◽  
Gabriela Cavaglià ◽  
Laura Corazza
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Sustainable Development Goals ◽  
Learning Experience ◽  
Traditional Teaching ◽  
Active Engagement ◽  
Teaching Techniques ◽  
Content Type ◽  
Development Goals ◽  
The University

Purpose The purpose of this paper is to discuss and present new teaching techniques to advance the concept and the practice of education for sustainable development (SD). Due to the recently introduced 17 sustainable development goals (SDGs) and owing their interlinkages and targets, an evolution of the traditional teaching techniques is needed. Design/methodology/approach With the use of a single revelatory case study, this paper presents an example of education for SD goals activity carried out at the University of Torino, focussed on merging SD with the active engagement of students. Findings The empowerment of students happens through a transformative learning experience grounded in the acquisition of managerial soft skills useful in co-creating and co-designing projects to contribute towards SDGs effectively. Practical implications The ultimate goal is to support students to become active citizens in their communities (e.g. starting within the University). Social implications Students learnt about SDGs and the complexities of sustainability, and, at the same time, they learnt valuable tools to contribute to their transformation to develop projects for the benefit of local territories and organizations. Originality/value The paper showcases how transformative learning could be applied to SDGs. Awarded as one of the best practices regarding SD by the Italian Network of Universities for Sustainable Development, the case involves students in a transdisciplinary, creative and open learning environment.

Diseño y evaluación de una estrategia de aprendizaje usando mesas anatómicas digitales en la asignatura Morfología del Aparato Cardiovascular de la Universidad Antonio Nariño

2021 ◽  
Vol 5 ◽  
pp. 55-66
Author(s):  
Henry Efraín Rodríguez Muñoz ◽  
Andrés Bernal
Keyword(s):  
Cardiovascular System ◽  
Information And Communication Technologies ◽  
Learning Strategy ◽  
Communication Technologies ◽  
Traditional Teaching ◽  
Pedagogical Strategy ◽  
Research Designs ◽  
Information And Communication ◽  
Teaching Learning ◽  
Better Than

Despite the abundant literature focused on improving medical teaching process, there are still unsolved problems in this area. This research designs and evaluates a learning strategy related to Morphology subject in students of medicine at Antonio Nariño University using digital anatomic tables. The present research can be considered as a mixed designed where the perception of the use of Digital Anatomic Tables is analyzed, followed by a pedagogical strategy for teaching cardiovascular system morphology. The obtained results indicate that students prefer a teaching learning strategy mediated by information and communication technologies. Furthermore, apart from the versatility of the strategy, students’ results are better than those obtained in the traditional teaching.

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