scholarly journals Students’ Perceptions Of The Importance Of Faculty Teaching Techniques For Their Learning/Success In A Technology Based Baccalaureate Program

2020 ◽  
Author(s):  
Ahmed Khan ◽  
Gene Gloeckner ◽  
George Morgan
Keyword(s):  
Teaching Techniques ◽  
Faculty Teaching ◽  
Learning Success

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

2013 ◽  
Vol 37 (4) ◽  
pp. 337-342 ◽  
Author(s):  
E. Felder ◽  
M. Fauler ◽  
S. Geiler
Keyword(s):  
Medical Students ◽  
Subjective Effect ◽  
Teaching Techniques ◽  
Online Questionnaire ◽  
Modern Education ◽  
Preclinical Phase ◽  
Learning Success ◽  
Before And After ◽  
E Learning ◽  
Physiology Laboratory

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.

scholarly journals Teaching Vocabulary to Indonesian Young CHildren with ADHD

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 67-75
Author(s):  
Titah Kinasih ◽  
Dyah Rochmawati
Keyword(s):  
Attention Deficit ◽  
Future Research ◽  
Teaching English ◽  
Teaching Techniques ◽  
Research Directions ◽  
Hyperactivity Disorder ◽  
Young Learners ◽  
Adequate Knowledge ◽  
Learning Success ◽  
Future Research Directions

The aim of the present study is investigating (1) the current teaching techniques of teaching English vocabulary for children with Attention Deficit Hyperactivity, and (2) the difficulties faced by the teachers in teaching English vocabulary for children with Attention Deficit Hyperactivity. This survey research employed oral interviews, questionnaire and observation schemes as instruments for data collection. The result of this study indicates that the current techniques employed flashcards, pictures, songs, storytelling. the use of electronic media  were the most preferably common techniques in teaching young learners vocabulary. The techniques were sometimes adapted and combined. The difficulties encountered by the teachers were the students’ extensive native language, being uncooperative, inability to stay focused. This study provides some suggestions for they need to be equipped with the methodology of teaching vocabulary for student with such a learning disability. This disability can lead to difficulties in understanding and using language for communication and interaction. Having adequate knowledge of such methodology brings about the equal chances for such students to earn learning success. The article ends up with implications for practice and future research directions. Keywords: teaching; vocabulary; students with attention deficit hyperactivity disorder

School Internationalized Operating Model and the Case Study

2011 ◽  
Vol 219-220 ◽  
pp. 1215-1218
Author(s):  
Yu Jin Zhu ◽  
Jian Hua Ren ◽  
Hui Ding
Keyword(s):  
School Management ◽  
Main Task ◽  
Teaching Techniques ◽  
Operating Model ◽  
Teaching Resources ◽  
Faculty Teaching ◽  
Management Technology ◽  
Basic Operating

School internationalized operating model acts as a kind of school operating model, with the main task of taking the operating approaches of integration, disposition, control and occupation to utilize teaching resources of foreign school into the teaching, education, and management to enhance the efficiency, quality and standards of teaching, education and management of our school. These resources are the curricula, faculty, teaching techniques, education and school management technology of foreign school. Studies have shown that there exist three basic operating models. They are single-campus internationalized operating model; double-campus internationalized operating model and abroad operating model. By implementing the model of internationalized operation and developing internationalized cooperation and communication, school could broaden its version, could promote its operating standard as well as enhance it.

Mastering the New APA Publication Manual: Teaching Techniques

2020 ◽  
pp. 106648072095420
Author(s):  
Loretta Bradley ◽  
Nicole Noble ◽  
Bret Hendricks
Keyword(s):  
Graduate Students ◽  
Experiential Learning ◽  
American Psychological Association ◽  
Teaching Techniques ◽  
American Psychological ◽  
Doctoral Level ◽  
Faculty Teaching ◽  
Learning Techniques ◽  
The Many ◽  
Pedagogical Framework

Since the new Publication Manual of the American Psychological Association ( APA Publication Manual, Manual, 2020) can be confusing and sometimes overwhelming for students enrolled in and faculty teaching couple and family classes, this article focuses on a pedagogical framework for assisting students in understanding the new Manual. Specifically, this article focuses on practical ways for faculty to help graduate students, especially doctoral-level students, understand how to successfully implement the content of the manual in their writings. Emphasis is placed on experiential learning techniques, and a 50-item exercise is provided to assess the student’s understanding of the many changes in the 2020 edition of the Manual.

Faculty Teaching Goals, 1968-1973

1976 ◽  
Vol 24 (2) ◽  
pp. 298-307 ◽  
Author(s):  
Gerald M. Platt ◽  
Talcott Parsons ◽  
Rita Kirshstein
Keyword(s):  
Faculty Teaching ◽  
Teaching Goals

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Dolors Masats ◽  
Paula Guerrero
Keyword(s):  
Secondary Students ◽  
Collaborative Action Research ◽  
Team Work ◽  
Professional Skills ◽  
Secondary English ◽  
Research And Innovation ◽  
Learning Success ◽  
Teachers Professional Development ◽  
Agent Of Change ◽  
The Impact

Abstract Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

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