Alternative Teaching Approaches Research Articles

“I’m Doing Something Fun…”: Primary School Pupils’ Perceptions of Physically Active Lessons

ABSTRACT Purpose This article sought to extend the understanding of primary school pupils’ experiences and perceptions of physically active lessons (PAL) compared to traditional classroom lessons. Method The study draws from qualitative data captured through nine focus group interviews (utilizing writing, drawing, show and tell, and puppets) with year 5 and year 6 pupils. Results Data were analyzed using inductive and deductive procedures. Findings highlight that pupils perceived traditional lessons to be teacher-centered, boring, and sedentary. In contrast, pupils recognized that the teacher became a facilitator of learning in PAL, which created more social interaction and enjoyment. Conclusion PAL offers an alternative pedagogical approach to didactic teaching, and pupils demonstrated preference for more fun, engaging, and active lessons.

The Effect of Laptop Note-Taking on Students’ Learning Performance, Strategies, and Satisfaction

With the pervasiveness of laptops in the classroom setting, the effectiveness of laptop-assisted note-taking has not been comprehensively investigated. Many inconsistencies in this area still existed with intense debate towards academic performance, learning strategies, and student satisfaction. To fill this missing gap, this study probed the effect of laptop note-taking on the above constructs. The present study applied the comprehensive review by objectively selecting all relative literature from online database, with a main focus on learning areas and conducting the objective procedure. This study covered the positive, negative, as well as neutral effects of laptop note-taking on learning performance. Reasons behind the negative impact and worries were investigated in caution. Tackling the major concerns of distraction and multitasking, this study argued that these concerns might not be the main cause of low performance, individual’s characteristics and preference for the teaching styles shall be taken into consideration. Based on the above arguments, this study provided educators with multiple suggestions on alternative pedagogical approaches to improve teaching practice and student learning experience. The satisfaction of courses was probed together with the reasons for low satisfaction which promoted relative teaching instruction and teacher training. In this vein, this study contributed to the laptop note-taking areas by comprehensively analyzing the effect of laptop note-taking on learning strategies and satisfaction, which were unfortunately ignored by previous studies. Moreover, the present study enriches the e-learning knowledge and supports its practice by proving the side effects of simply banning laptops in class and suggests educators to integrate laptops into their pedagogical designs as well as learn more technology-based teaching strategies. Future research should reinvestigate the effect of laptop note-taking in class with more caution and endeavor to enhance the effectiveness of laptop note-taking in the class by capturing all possible variables of student learning, especially technology-relative variables.

Exploring Innovative Approaches for Quality Enhancement in Teacher Education: A Systematic Review

Teacher education plays a crucial role in shaping the quality of education imparted to learners. As education systems evolve to meet the demands of the 21st century, there is a pressing need to explore innovative approaches for enhancing the quality of teacher education programs. This systematic review aims to examine various innovative strategies employed globally to enhance the quality of teacher education. The review encompasses a comprehensive search of scholarly databases, including PubMed, ERIC, and Google Scholar, using keywords such as "teacher education," "quality enhancement," and "innovative approaches." Articles published between 2010 and 2023 were considered for inclusion, with a focus on empirical studies and systematic reviews. Key themes identified through the review include the integration of technology in teacher education, alternative pedagogical approaches, mentorship programs, and collaborative learning environments. The integration of technology, such as virtual reality simulations and online learning platforms, has shown promise in providing immersive learning experiences for pre-service and in-service teachers. Similarly, alternative pedagogical approaches, such as flipped classrooms and problem-based learning, have been found to foster critical thinking and reflective practices among teacher candidates. Furthermore, mentorship programs, both formal and informal, have emerged as effective mechanisms for providing ongoing support and guidance to novice teachers, facilitating their professional growth and development. Collaborative learning environments, encompassing communities of practice and peer learning networks, have also been instrumental in promoting collaboration and knowledge sharing among educators. This review underscores the importance of ongoing innovation in teacher education to address the evolving needs of educators and learners in the digital age. By leveraging technology, alternative pedagogies, mentorship, and collaborative learning, teacher education programs can cultivate a cadre of competent and adaptive educators equipped to meet the diverse challenges of contemporary education.

An interdisciplinary course on computer-aided drug discovery to broaden student participation in original scientific research.

We present a new highly interdisciplinary project-based course in computer aided drug discovery (CADD). This course was developed in response to a call for alternative pedagogical approaches during the COVID-19 pandemic, which caused the cancellation of a face-to-face summer research program sponsored by the Louisiana Biomedical Research Network (LBRN). The course integrates guided research and educational experiences for chemistry, biology, and computer science students. We implement research-based methods with publicly available tools in bioinformatics and molecular modeling to identify and prioritize promising antiviral drug candidates for COVID-19. The purpose of this course is three-fold: I. Implement an active learning and inclusive pedagogy that fosters student engagement and research mindset; II. Develop student interdisciplinary research skills that are highly beneficial in a broader scientific context; III. Demonstrate that pedagogical shifts (initially incurred during the COVID-19 pandemic) can furnish longer-term instructional benefits. The course, which has now been successfully taught a total of five times, incorporates four modules, including lectures/discussions, live demos, inquiry-based assignments, and science communication.

Analytical Study of Cooperative Learning in Mathematics

This exhaustive study delves into the application and impact of cooperative learning in mathematics education, specifically focusing on the context of Nepal. The primary aim is to assess the effectiveness and prevalence of cooperative learning strategies employed by mathematics teachers at both school and college levels. The investigation centers on small-group cooperative learning as an alternative pedagogical approach, contrasting it with traditional whole-class expository instruction and individual instruction systems. The study outlines practical and realistic strategies for utilizing small groups in mathematics teaching, emphasizing their applicability across different age groups and curricula. Furthermore, the study encompasses three computer-based cooperative learning strategies designed for classroom implementation, various learning activities aimed at establishing a cooperative classroom setting, and procedures for group problem-solving and inquiry specifically in algebra, geometry, and trigonometry. The implications of this finding underscore the need for further efforts to enhance the adoption of cooperative learning among mathematics teachers in Nepal.

Teaching rotational physics with bivectors

Angular momentum is traditionally taught as a (pseudo)vector quantity, tied closely to the cross product. This approach is familiar to experts but challenging for students, and full of subtleties. Here, we present an alternative pedagogical approach: angular momentum is described using bivectors which can be visualized as “tiles” with area and orientation, and whose components form an antisymmetric matrix. Although bivectors have historically been studied in specialized contexts like spacetime classification or geometric algebra, they are no more complicated to understand than cross products. The bivector language provides a more fundamental definition for rotational physics and opens the door to understanding rotations in relativity and in extra dimensions.

“Not For An Age, But For All Time:” Autobiography and a Re-origin of Shakespeare Studies in Canada

Despite independence as a country, Canada belongs to the Commonwealth and has deep colonial roots and the British educational system was key in creating Canadian curricula. Given the centrality of Shakespeare’s work in the British literary canon, it follows that it would also figure heavily in the academic requirements for Canadian students. At the dawn of the Confederation (1867), the high school curriculum used Shakespeare to emphasize a “humanist” approach to English literature using the traditional teaching methods of reading, rhetoric, and recitation. Presently, Shakespeare continues to be the only author in the high school curriculum to whom an independent area of study is dedicated. The origin of Shakespeare in Canada through curriculum and instruction is, thus, a result from the canonic tradition imported from Britain.
 This traditional model no longer fits the imperative of multiculturalism, as reflected in the Canadian Constitution Act (1982). Yet, with the appropriate methodology Shakespeare’s texts can be a vehicle for multiculturalism, social justice, and inclusivity. In light of recent disillusionments concerning the relevance of Shakespearean texts in high school curricula, this paper proposes an alternative pedagogical approach that envisages changing this paradigm and fostering a re-origin of Shakespeare studies in Canada through an intentional pedagogical process grounded in individual experience.
 Scholarship has highlighted the importance of autobiographies in the learning process and curriculum theorists William Pinar and Madeleine Grumet designed a framework that prioritizes individual experience. Our approach to teaching Shakespeare’s works aligns with the four steps of their currere method, presented as: (1) contemplative, (2) translational, (3) experiential, and (4) reconceptual, fostering an opportunity for self-transformation through trans-historical social themes present in the text.
 The central argument is that Shakespeare’s text can undergo a re-origin when lived, given its initial conception as embodied, enacted narrative in the early modern period. In this method, students immerse themselves in Shakespeare’s text through films and stage productions and then manifest their interpretations by embodying the literature based on their autobiographical narratives. To undergo a re-origin in the Canadian secondary curriculum, current pedagogical approaches to teaching Shakespeare require a paradigm shift.

A Dogme-based approach to conversation classes

In the field of language learning, students often seek conversation classes to improve their speaking skills. However, such courses typically follow a pre-defined syllabus, offering little flexibility to address individual preferences and specific communication gaps. This study explores the characteristics of an alternative pedagogical approach, known as Dogme ELT, which advocates for personalized teaching based on students' preferences and emergent language needs (MEDDINGS; THORNBURY, 2009). This article presents a pedagogical proposal based on the implementation of this approach in a conversation course offered at the Federal University of Pará. Through a detailed examination of the planning process, three Dogme-based classes taught in this course will be analyze so as to highlight the most effective strategies for integrating students’ preferences and addressing their language necessities within a communicative language teaching framework.

Using represented bodies in Renaissance artworks to teach musculoskeletal and surface anatomy.

Surface anatomy is an important skill for students in preparation for patient care, and peer examination is often used to teach musculoskeletal and surface anatomy. An alternative pedagogical approach is to use bodies represented in artworks. Represented bodies display fictive anatomy, providing students with the opportunity to apply their musculoskeletal knowledge and to think critically when evaluating the anatomical fidelity of a represented body. An elective course at the University of Michigan enabled undergraduate students to analyze the musculoskeletal and surface anatomy depicted in Renaissance artworks. Students traveled to Italy in 2018 (n = 14) and 2022 (n = 15) to analyze the fictive anatomy portrayed in artistic sculptures and musculoskeletal structures depicted in wax anatomy models and sculpted skeletons. In assignments, students were asked to identify musculoskeletal structures as portrayed in the context of represented anatomy created by Italian Renaissance artists and to assess the fidelity of the depicted anatomy. The students also applied their knowledge of musculoskeletal anatomy to describe body position and evaluate muscle function in their assessments of the accuracy or inaccuracy of the fictive anatomy. The students reported that evaluating the anatomical fidelity of represented bodies in artworks supported their learning of musculoskeletal and surface anatomy, and that their critical thinking skills improved in the course. Evaluation of the anatomical fidelity of represented bodies in artworks is an effective pedagogical approach that can be implemented in art museums as an adjunctive learning experience to deepen students' musculoskeletal and surface anatomy knowledge and further develop their critical thinking skills.

Improving prospective mathematics teachers’ reversible thinking ability through a metacognitive-approach teaching

Reversible thinking ability is an individual ability to do a cognitive process by reverse action, contributing to one of the student’s competencies in solving mathematical problems. Many students encounter difficulties in solving problems that require reversible thinking due to the limitedness of teachers’ proficiency in mastering this ability. Different studies have suggested various teaching approaches to improve this ability in teacher education; however, teaching with a metacognitive approach has not yet been addressed in the recent study. Therefore, this study aims to improve prospective teachers’ reversible thinking ability through metacognitive-approach teaching. A quasi-experimental method with a pre-test, intervention, and post-test design was used in this study. The participants were 118 prospective mathematics teachers at two universities in Bandung, Indonesia, divided into two groups: 58 were in the experimental group, and the rest were in the control group. The participant’s initial mathematical ability (IMA) in both groups was categorized into high, moderate, and low. Using t-test, Mann-Whitney test, and Kruskal-Wallis test, the result shows a meaningful difference in the improvement of reversible thinking ability between prospective teachers who received the metacognitive-approach teaching and those who did not. However, there is no significant interaction effect between the teaching approach and initial math ability on the improvement of reversible thinking ability. To conclude, the recent study’s findings revealed that the metacognitive approach effectively improves prospective teachers’ reversible thinking in all IMA levels. Thus, it needs to be considered one of the alternative teaching approaches in higher education, especially in teacher education.

Effect of foosball practice on veterinary students’ bovine artificial insemination skills

Live cow artificial insemination (AI) opportunities are limited at training institutions, and this study explored a novel approach to better prepare students for the task. Since the arm and wrist movement while playing foosball (FB) is like picking up the cervix during AIs, the effect of playing FB on veterinary students’ AI performance was investigated. Objective was to determine if playing FB would improve students bovine AI ability through muscle memory development. Fourth year (of a 5 year course) veterinary students (n = 28) either took part in the FB cohort (n = 17) or the nonFB cohort (n = 11). The FB cohort played 30 minutes of FB 3 times/week for 8 weeks. Both cohorts then participated in AI training using bovine cadaver uteruses before they were assessed on their ability to place an AI pipette into a live cow’s uterus. Although there was no difference between cohorts (p = 0.58) there was a higher proportion of successful students in the FB (0.35) compared to the nonFB cohort (0.18). Small cohort size, the fact that only 11 students completed the allocated FB play time, and participants’ transrectal palpation (TRP) inexperience may have influenced the result. This should, however, not discourage further investigations into alternative teaching approaches. Furthermore, this study highlighted the importance of assessing competence for clinical skills that are required to learn new skills first (TRP in this case) before attempting to teach a new, more advanced skill (AI in this case). This is likely to be applicable for many other clinical skills.

Rethinking Adolescent School Nutrition Education Through a Food Systems Lens.

Obesity-driven nutrition education in schools does not appear to result in healthier adolescent food choices. This study explored food systems as an alternative pedagogical approach to engage students in nutrition education. After playing a food systems computer game, 250 13- to 16-year-old students in 5 Western Australian secondary schools, participated in group discussions to distinguish learning and interests in food systems. Discussion records were thematically coded using constant comparative analysis. Students reported crop growth, food production and food waste, healthier food choices, and food systems as knowledge outcomes of game play. They requested additional content on food production, costing, handling, processing, and accessing local produce. Experiential activities were preferred pedagogical approaches. Cross-curricular pedagogy which embraces human and planetary health through a food systems lens, can engage adolescents in nutrition education. Transformational computer games are effective to engage, educate and stimulate inquiry in food systems education.

Perceptions of nurse educators and nursing students on the model for facilitating ‘presence’ in large class settings through reflective practices: a contextual inquiry

BackgroundNursing education starts in the classroom environment with a focus on the nurse educator-nursing student relationship. ‘Presence’ is defined as “a practice where the caregiver relates her/himself to the other in an attentive and dedicated way, by doing so learns to see what is at stake for the other; from desires to fear, and, in connection with this, come to understand what could be done in this particular situation and who she/he can be for the other”. ‘Presence’ forms an integral part of the nursing profession and the value thereof should be facilitated during teaching and learning. Reflective practices may offer a teaching–learning strategy to facilitate presence in nursing students by nurse educators in large class settings. Having large classes presents challenges including from nurse educators’ lack of knowledge about alternative teaching approaches; time demands for designing, implementing and testing new teaching methods; a lack of confidence in implementing new teaching approaches in the classroom; selecting and grading assessments; as well as feelings of discomfort and anxiety. A model to facilitate presence through reflective practices has already been developed and published by the present authors. The model relies on well-established steps in theory development covering concept analysis, model development and description (published in two papers by the present researchers) and model evaluation (the subject of this paper). The evaluation was carried out by a panel of experts and nursing participants.MethodsAn explorative and descriptive qualitative design was followed. The developed model was evaluated and refined in two steps (covered in this paper). In Step 1, the model was evaluated by a panel of experts in model development, reflective practices and presence. The panel used critical reflection resulting in the refinement of the model. Step 2 involved an empirical phase where the model was evaluated by participants through participatory evaluation. Participants were selected through purposive sampling. Data collection methods included online semi-structured focus group interviews with nurse educators and virtual World Café sessions with nursing students. Content analysis was done through open coding.ResultsFive themes emerged from the empirical phase, namely: Theme 1: understanding of the model; Theme 2: benefits of the model; Theme 3: limitations of the model; Theme 4: pre-existing conditions needed for successful implementation of the model; and Theme 5: recommendations for further development of the model.ConclusionsThe results produced a refined model to be implemented into the curriculums of undergraduate, postgraduate and continuous professional development programmes across nursing education institutions. This model will significantly contribute to the body of knowledge and increase nurses’ awareness of presence by transforming the way they feel, think, care and act in practice, which contributes to personal and professional development.

COVID-19 Pandemic and the Adoption of E-Learning as Alternative Teaching and Learning: Perspectives of Tertiary Students

This study investigated the perceptions, attitudes, and challenges of students towards the adoption of e-learning as alternative teaching and learning approach during the onslaught of the COVID-19 pandemic, in the case of the Ghana Institute of Journalism (GIJ) and the Ghana Communication Technology University (GCTU). The purpose of the study was to investigate and examine perceptions, attitudes, and challenges of students in the adoption of e-learning as alternative teaching and learning during the pandemic. The study adopted a purposive and random stratified sampling technique to respond to hypothetical issues; that there is a significant relationship between students’ perceptions, attitudes and challenges and the adoption of e-learning in the COVID-19 crisis. From the perspective of the students, findings include a lack of data bundles, online learning being difficult and the unpreparedness of the institutions to adopt e-learning within the first four weeks of the pandemic. The adoption of e-learning as alternative learning in Tertiary institutions, in the wake of the COVID-19 pandemic, is quite novel and still evolving and educational institutions are quite far from absolute transformation. Keywords: COVID-19 pandemic, Perception, Attitude, Challenges, E-learning, Adoption.

Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education

Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers’ perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers’ most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students’ success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire’s results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.

Alternative Pedagogy Approaches in Physical Education and Health Education

This study aims to develop alternative pedagogical approaches to Physical Education and Health Education. The development of the alternative pedagogical approaches is based on 21st-century learning, Constructivism Theory, Higher Order Thinking Skills (HOTS), and Revised Bloom's Taxonomy. The research design used the pre-experimental one-shot case study method A sample of 65 Physical Education teachers was obtained through purposive sampling. The data were analyzed descriptively using mean and percentage. Subsequently, the effectiveness of the alternative pedagogical approaches and the interobserver agreement was evaluated using a questionnaire. The 8 alternative pedagogical approaches that have been developed include Music (95%), Commentary Review (85%), Plotter Sketch (95%), Body Metaphor (85%), Ideaspora (90%), Extrapolation (85%), Stage Play (85%), and Skimps (95%). The percentage of an interobserver agreement to use the alternative pedagogical approaches developed exceeds 70% agreement between the testers, and the value shows that it can be used. Overall, the developed alternative pedagogy approaches can be used as a guide for teachers to choose appropriate teaching methods during the teaching and learning process.

Special care dentistry education during the COVID-19 pandemic: The impact of online peer-assisted learning.

This study aims to analyze the impact and students' perceptions of online peer-assisted learning (OPL), developed as an alternative and innovative approach to Special Care Dentistry (SCD) training during the COVID-19 pandemic. Online peer-assisted learning (OPL) is an alternative pedagogical approach that combines online education and peer-assisted teaching. The OPL session was conducted by two postgraduate students in SCD (as teachers), to final year undergraduate dental students (as learners) (n=90), supervised by two specialists in SCD-related areas (as supervisors). Vetted online pre- and post-intervention quizzes were conducted before and after the session, respectively, followed by an online validated feedback survey of the students' learning experiences. Meanwhile, a reflective session was conducted between the postgraduate students and supervisors to explore their perceptions of OPL. Quantitative data was analyzed via paired t-test (significance level, P<.05). Qualitative data was analyzed via thematic analysis. Overall, 68 (response rate=75.6%) and 81 (response rate=90.0%) undergraduate students completed the quiz and feedback survey, respectively. There was a significant difference in total mean scores, and mean scores of 7 (out of 10) individual items on the quizzes. Most students offered positive reviews of multiple aspects of OPL. They acknowledged the benefit of OPL for its content and preparation process, technology utilized, and experts' roles. Postgraduate students perceived that OPL encourages knowledge-recall and utilization of technology-based educational tools, while improving their teaching skills. Students provided positive responses toward the implementation of OPL as an innovative approach to the teaching and learning of SCD during the COVID-19 pandemic.

Production of Hand Music Videos in Anatomy Education for Medical Students in Malaysia

Media are teaching resources that help teachers transmit messages and learning material to students effectively and efficiently. Music video making is one example of how educational media is used in anatomy training. The aim of this article is to elaborate the stages of hand music video development. The three main stages of film and video production are pre-production, production, and postproduction. Identifying the type of music video, script writing, song composition, music and vocal recording, and storyboard production are all parts of the pre-production stage. Shooting and selecting the music video’s mood, with a few adjustments, are part of the production stage. Finally, editing is included in the post-production stage. Hand music videos were found to aid in the teaching of anatomy, with the music video containing visual, auditory, and kinaesthetic elements. Therefore, music videos can be used as an alternative teaching approach, particularly in difficult subject areas that demand extensive memorisation.

An Essay about Intercultural Sensitivity and Competence in Higher Education

Intercultural sensitivity is one of the more influential fields of intercultural communication, engagement, equity, and inclusion. It describes the standard ways in which people experience, interpret, and interact across cultural differences. Intercultural sensitivity starts with the awareness that there are genuine differences between cultures and that these variations are commonly mirrored in the approaches by which people communicate and relate to one another. By recognizing how one experiences cultural predictions about one’s effectiveness of intercultural communication can be made. Educational interventions can be tailored to facilitate intercultural sensitivity development. Generally, this development signifies a move from an ethnocentric view to an ethnorelative view. Researchers have undertaken several approaches, not only to understand ethnocentrism but also to attempt to reduce it in Higher Education Institutions. In this essay, we first discuss the concepts of intercultural sensitivity and intercultural competence and how these are connected. Then, we present several studies focused on internationalisation practices to develop students’ intercultural sensitivity and/or competence, finalising with an alternative pedagogical approach to intercultural sensitivity development -The Creative Action Methodology (CAM).

The benefits of cooperative learning: an overview

In the current trend, the trend of international cooperation, global integration, equipping students with skills such as: critical thinking, communication, cooperation, social awareness, creative thinking is an urgent problem. This requires an alternative teaching approach to promote active learning among students of which “cooperative learning” is one method that can meet this requirement. To better understand the benefits of cooperative learning, We performed a review of 84 published papers related to cooperative learning worldwide. Research results show the benefits of cooperative learning in motivating students, improving learning outcomes and developing skills for students. In addition, we also noticed a number of barriers affecting the organization of cooperative learning. These research results play an important role to build an active teaching strategy and also serve as a reference base for further research.