An adaptive teaching strategy model in e-learning using learners' preference: LearnFit framework

2012 ◽  
Vol 1 (3) ◽  
pp. 257 ◽  
Author(s):  
Essaid El Bachari ◽  
El Hassan Abelwahed ◽  
Mohammed El Adnani
Keyword(s):  
Teaching Strategy ◽  
Strategy Model ◽  
Adaptive Teaching ◽  
E Learning

Research on Teaching Strategy Based on Individual Requirements under E-Learning Environment

2012 ◽  
Vol 476-478 ◽  
pp. 2137-2140
Author(s):  
Hua Wang
Keyword(s):  
Learning Environment ◽  
Teaching Strategy ◽  
Teaching Process ◽  
Model Based ◽  
Strategy Model ◽  
Research On Teaching ◽  
E Learning ◽  
Practice Of Teaching

Research on e-Learning in recent years has made great achievements in the exploration and practice of teaching. However, it is urgent that the special characteristics of e-Learning calls for revisiting to the current teaching strategy under e-Learning environment. A novel teaching strategy model based on individual requirements is proposed to improve the efficiency and adaptability in the teaching process under e-Learning environment. The architecture of the proposed teaching strategy is presented by employing relevant middleware model.

scholarly journals E-learning for smart-universities: pandemic challenges and opportunities in Morocco

2021 ◽  
Vol 297 ◽  
pp. 01066
Author(s):  
Mohamed Anigri
Keyword(s):  
Higher Education ◽  
Teaching Strategy ◽  
Empirical Studies ◽  
Educational Institutions ◽  
Daily Lives ◽  
Innovative Teaching ◽  
Technological Readiness ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Innovative Teaching Strategy

Both ICT and internet have become a vital part of citizens’ daily lives. In fact, many aspects of cities, including culture, economy, education have become closely linked to ICT. Accordingly, the concept of the smart city has emerged to attract the interest of governments, companies, educational institutions and Universities [1]. In Morocco, most universities or higher education institutions have always been interested in keeping up with the fast-paced world of technology and integrate ICT in mainstream education. However, most attempts to initiate smart universities is always faced with a series of challenges and constraints. Most of which are related to lack of infrastructure, students’ and professors’ lack of technological readiness, and socio-economic inequality among students. Most recently, due to COVID-19, universities are forced to resort to emergency remote learning and scramble different options of e-learning as a dire need to tackle the current educational crisis which creates a certain chaos due to lack of readiness to an advanced technological application. This paper is an attempt to discuss the challenges posed and opportunities offered using e-learning to deal with the new normal (Covid-19) in different educational levels in general and higher education in particular. Significantly, this paper reviews most of that has been said about online learning, describes some of the conducted empirical studies, and calls for implementing e-learning as an innovative teaching strategy for smart universities.

Geography

2018 ◽  
pp. 261-264
Keyword(s):  
High School ◽  
University Students ◽  
Web 2.0 ◽  
Adaptive Learning ◽  
Teaching Strategy ◽  
Mathematical Methods ◽  
Web 2.0 Tools ◽  
Internet Users ◽  
E Learning ◽  
4G Wireless

The primary goal of myGeoffice© is to empower Internet users with some geographical quantitative power in a direct and goal oriented way (particularly high-school and university students whose curriculum covers spatial topics). With the spread of smartphones, apps, laptops, tablets, e-learning, m-learning, 4G wireless connectivity, free wi-fi hot spots, apps, Web 2.0 tools and adaptive learning/progress tracking, it is hoped that myGeoffice© can be associated with a teaching strategy and incorporate these trends. This would assist with the basic understanding of spatial inferential and mathematical methods in the classroom and encourage geography as a career path.

Attitudes, Barriers, and Experiences Regarding E-Learning and Dental Education during COVID-19 Pandemic

2021 ◽  
Vol 15 (1) ◽  
pp. 464-472
Author(s):  
Ehab Azab ◽  
Khalid Aboalshamat
Keyword(s):  
Academic Staff ◽  
Teaching Strategy ◽  
Opportunity To Learn ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Learning System ◽  
Cross Sectional ◽  
Significance Level ◽  
E Learning ◽  
Dental Schools

Background: Dental schools used e-learning systems to continue teaching during the COVID-19 pandemic. Objective: This study aimed to determine attitudes, experiences, and barriers to e-learning during the pandemic among dental students in Saudi Arabia. Methods: A cross-sectional study (descriptive) was performed at the Faculty of Dentistry, Umm Al-Qura University. There were 245 responses to the study questionnaire, having a response rate of 90.74%. The questionnaire was validated through a pilot study. A t-test analysis showed a significance level of 0.05. Results: Participants had moderate levels of attitudes, with the mean and standard deviation (SD) being 2.99 (SD = 1.21) to 3.41 (SD = 1.19). Clinical year students had significantly (p < 0.05) better attitudes than non-clinical year students. The most prevalent personal barrier was “lack of interaction with colleagues” (55.92%), the technical barrier was “the slowness of network” (67.35%), infrastructure/technological barrier was “low bandwidth” (67.76%), the content barrier was “impracticality of some courses” (50.61%), and the barrier related to the instructor was “difficulty contacting academic staff from home” (43.67%). About 83.27% stated that recorded lectures allowed participants to revisit the course, improving learning during the pandemic. However, only 44.08% believed e-learning provided a better opportunity to learn dental clinical procedures because of the zoom function on cameras. Conclusion: The overall attitude toward e-learning was moderate, with several barriers highlighted. Nevertheless, the e-learning system seems to have helped during the pandemic, and it might be essential for dental schools to build a hybrid teaching strategy into their curricula for consistent use.

scholarly journals Linking Premise To Practice: An Instructional Theory-Strategy Model Approach

2008 ◽  
Vol 5 (3) ◽  
Author(s):  
Randall Bowden
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Teaching Strategy ◽  
Learning Opportunities ◽  
University Teaching ◽  
Instructional Theory ◽  
College And University ◽  
Transmission Of Knowledge ◽  
Strategy Model ◽  
Model Approach

College and university teaching has come under intense scrutiny in recent years. Scholars agree that effective teaching is much more than the transmission of knowledge.  However, they may disagree as to what effective teaching entails.  This paper provides a perspective that effective teaching, and thus learning, is enhanced when appropriate instructional theories are clearly linked to correlated teaching strategies.  It discusses the purpose of theories and models in that they explain and predict behavior.  Furthermore, it presents the Instructional Theory-Strategy Model and demonstrates how theory and strategy are linked.  If theory does indeed explain and predict behavior, faculty can increase learning opportunities by linking the appropriate instructional theory to its corresponding teaching strategy.

scholarly journals Blended teaching practices for active learning in higher pharmacy education

2020 ◽  
Author(s):  
wenyuan liu ◽  
Xinzhu Gao ◽  
Lingfei Han ◽  
Jing Liu ◽  
Feng Feng
Keyword(s):  
Student Achievement ◽  
Active Learning ◽  
Formative Evaluation ◽  
Teaching Strategy ◽  
Pharmacy Education ◽  
Tertiary Level ◽  
Positive Contribution ◽  
Learning Platform ◽  
E Learning ◽  
Blended Teaching

Abstract Background : Active learning practices improve student achievement on average in college. Blended adoption of some form of research-based teaching methods for active learning at the tertiary level is rapidly expanding. Nevertheless, there have been few studies to date on the effects of detailed factors such as the blending ratio of the teaching components, impacts of learning resources and formative evaluation methods. The aim of this study was to develop a blended teaching strategy by incorporating methods of team-based learning (TBL) and e-learning into a Pharmaceutical Analysis course for student active learning, and to explore how the practice impacts student learning outcomes. Methods: Two blended teaching programs with different blending ratios of TBL and e-learning methods were developed and compared in this study. Students from four experimental classes enrolled in different majors were recruited. Student outcomes related to active learning goals, such as achievement, logic development or sense of accountability at the tertiary level, were analyzed and evaluated using a formative evaluation method. A survey administered after the study was completed by each student. Results: Student e-learning performance was positively correlated with the final scores, suggesting that exercises and tests provided by the e-learning platform made a positive contribution to student knowledge achievement. On surveys a large majority of students reported that working on instructor-posed questions in a TBL setting improved their higher-order cognitive skills, social cohesion and, through that, feelings of accountability. Final scores showed significant differences among students from different majors, which implied that the effectiveness of active learning depends on the characteristics of students and their activities outside of class. Conclusions: The blended teaching strategy developed in this study was effective in improving student achievement in either formative or summative assessments, which provides an accessible and informative entry point for im­plementing active learning in higher pharmacy education.

scholarly journals Developing Writing Skill of Language Students by Applying Innovative Teaching Strategy Model Based on Social and Local Wisdom Contexts

2017 ◽  
Vol 6 (12) ◽  
pp. 01 ◽  
Author(s):  
Syarifuddin Achmad
Keyword(s):  
Teaching Strategy ◽  
Group Discussion ◽  
Writing Skills ◽  
Test Design ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Strategy Model ◽  
Writing Skill ◽  
Post Test ◽  
High Level

<p>The aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM). This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG), with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT). This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &amp;D) approach using Focus Group Discussion (FGD) and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; <strong><em>firstly</em></strong> creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and <strong><em>secondly </em></strong>improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application.   </p>

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