Alternative Teaching Approaches Research Articles

Teaching Strategies in Interventional Radiology: A Narrative Review of the Literature.

Interventional radiology (IR) is a rapidly developing speciality where innovation-especially in teaching practices-is vital. With workforce and capacity shortages, synthesis of classical educational theories and novel strategies utilising virtual reality (VR) and artificial intelligence (AI) provide opportunities to make teaching as efficient and effective as possible. The aim of this review is to examine the literature on different approaches in IR teaching and learning in undergraduates and postgraduates. Literature was reviewed using a comprehensive search strategy with relevant keywords. Articles were limited to 2013-2023. Databases searched included MEDLINE, Embase, British Education Index and ERIC, in addition to a manual review of references. Of the 2903 unique abstracts reviewed by the authors, 43 were relevant to the purpose of this study. The major pedagogical approaches identified were categorised into the following-traditional master-apprentice mentoring, virtual reality/simulation, physical models, and remote teaching. VR simulations enable practise free from the limits of time and risk to patients, as well as potential for standardised formal curricula. AI has the capability to enhance training simulations and assessment of trainees. With recent events necessitating innovation in online remote teaching, programs that are accessible whilst arguably imparting just as much clinical knowledge as in-person education have now been developed. Mentoring has conventionally been the standard for radiology teaching, however there are now several alternative pedagogical approaches available to the IR community. Acombination of the most effective ideas within each is the optimal method by which IR should be taught.

PhEminist skins of resistance: creative activism as a decolonial tool for the empowerment of young people within the neo-liberal educational setting

ABSTRACT In this article, I discuss the legacy of the art historical trope of the female nude in perpetuating colonial narratives that inform young women’s understanding not only of the idealized female body, but also what is perceived as ‘good’ drawing in the contemporary art classroom. Theoretically informed by phEmaterialism (feminist new materialism and post-humanism in education), I review the skin as a post-human assemblage to diffract heteronormative and raced colonial imaginings of the female skin. I discuss the PhEminist Skins project, a collaboration with six young women artists (the YWAs), where critical engagement with creative methods, such as life drawing, mobilized the agency of the skin and created opportunity for creative activism. I further share how the methods developed by the YWAs instigated the creation of The Centre for Creative Explorations, a creative research centre that explores alternative pedagogical approaches to the decolonial endeavour in secondary education.

Mapping research trends in physical education pedagogies: a bibliometric analysis using scopus database

This study aims to provide a comprehensive and systematic review of research trends in applying pedagogical models in physical education (PE) pedagogy. Furthermore, there are ongoing challenges facing teaching and learning in PE to deliver effective learning and achieve current learning objectives. This study used a bibliometric analysis approach by examining publication growth patterns, distribution of publication growth, distribution of authors, countries, affiliations, and network analysis based on the appearance of keywords. A search for articles in the Scopus database with specific keywords related to PE pedagogy yielded 419 relevant articles analyzed using CSV and VOSViewer applications. The results revealed a positive trend of increasing the number of published articles starting in 2018 and peaking in 2022. Keith Davids is a famous and influential author with the most publications and the highest citations. His article titled Algorithmic Skin: Health-tracking Technologies, Personal Analytics and the Biopedagogies of Digitized Health and Physical Education, written by Ben Williamson, was the most popular article with 123 citations. China has the most productive authors, and the United Kingdom is the country of origin for the most popular authors with the highest citation rates. The current and emerging trends demonstrate the integration of innovative teaching practices, alternative pedagogical approaches, and the promotion of holistic student development to cope with the development of PE. At the same time, the co-word analysis presents further research streams that include technology utilization and integrative approaches to transformative PE. In conclusion, this study has practical and theoretical implications in the research and practice of physical education pedagogies to identify integration and strategies and PE pedagogies. Keywords: physical education pedagogy; the trend of research; the integration of innovative and alternative pedagogical approaches; technology utilization and integrative approaches

337 Awardee Talk: What’s the focus of your teaching lens?

Abstract Throughout a career, the intersection of research and teaching unveils a profound realization - greatest contributions emerge when the teaching lenses are student-focused. A passion for teaching, rooted in early experiences with agriscience courses, evolved into aspirations to pursue a Master Teacher capacity. Embodied in a metaphor of evolving software, teaching continually updates to ‘version 9.0,’ emphasizing adaptability and a commitment to student-centered learning and their ‘becoming’. As an active co-participant in learning processes, I have honed teaching to my personality, aligning with a lens for the diverse needs of students and their growth. Most impactful teaching arises from attentive listening and a lens of deep understanding of students. One key to success lies in creating compelling, coherent learning environments and involving students in collaborative discussions about their educational goals - educating to elevate and empower mindsets. My courses initiate with a “Begin with the End in Mind” session, engaging students in dialogue about the value they seek from the term, collaboratively planning the path to their educational objectives while creating a ‘safe holding environment.’ Over time, a teaching philosophy emerged, centered around constructing courses with achievable high expectations, involving students in logistical decisions, and clarifying benchmarks to keep learning outcomes on track. Pedagogical goals are to be an “Orchestrator of Discovery,” fostering self-directed learning. Science courses are challenging, yet balanced with fairness, sincerity, and a lens of student-centeredness - pursuing student feedback. Continually seeking innovative teaching enhancements combat stagnation by testing alternative teaching approaches, striving for perfection while acknowledging that improvement becomes a constant journey. Experiments include various activities catering to diverse learning styles, integrating digital tools or high-impact experiences. Instilling intellectual passion by expressing excitement for the material fosters an atmosphere where students recognize the lens of relevance of the subject matter and self-learning. Success is witnessing students express excitement and genuine interest. A ‘teaching transcends the classroom’ lens is about making a lasting impact on students’ lives. A graduate expressing gratitude for something learned is an ultimate reward for pedagogical rectitude. Advancing long-term goals of becoming a better teacher occurs by participating in campus teaching programs, subscribing to teaching-publications, and engaging in scholarship of teaching and learning. Regular assessments and feedback mechanisms inform the practice, ensuring that we stay attuned to students’ needs by delivering impactful instruction. Another lens is to actively seek funding for the teaching program, collaborating to adopt innovative practices. In conclusion, teaching lenses are rooted in reflection, adaptability, student-centeredness, a heavy leadership development/growth thread and a commitment to foster a love of learning in others. As we navigate the dynamic landscape of education, may we be driven by a lens of belief that teaching is not just a profession - it is a calling.

Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

There is a broad consensus in politics, economy and science about the importance of promoting STEM competences. To promote STEM skills in the classroom, we propose a cross-domain approach combining the STEM sub-domains of Biology and Technology/Engineering. Therefore, we have developed a model that illustrates how the STEM sub-domains of Biology and Technology/Engineering can complement each other in a cognitive process. Both sub-domains show similarities in working methods and consider structural and functional relationships. These synergies can be brought together in a design process. This approach leads to the question of the extent to which a cross-domain approach utilising a design process can be a learning opportunity for biological subject knowledge. Based on this model, we have created a learning arrangement on the topic of the ‘locomotor system’. Learners should use a design process to build a feeding machine inspired by structural-functional relationships in different locomotor systems. In a quasi-experimental study, we compared this Design approach with two alternative teaching approaches (a Reconstruction approach and a Biology approach). In the Reconstruction approach, students receive the same input on structural-functional relationships in locomotor systems but build their feeding machine according to a predetermined plan. In the Biology approach, no feeding machine is built; instead, structural-function relationships in locomotor systems are modelled using further examples from the animal world. 413 pupils (age: M = 12.53, SD = 0.818) took part in the study. Longitudinal and cross-sectional analyses emphasise the potential of the Design approach compared to the other methods and show significant differences in long-term learning outcomes. Path models illustrate that cognitive abilities (IQ) and participation in the ‘Design’-intervention group are decisive prerequisites for learning success. The results also show that students following the Design-approach develop a significantly improved understanding of concepts related to the musculoskeletal system. Using a design process combining biology and engineering presents a learning opportunity for students to develop long-term robust biological knowledge and understanding of biological concepts. Thus, using a design approach can be a cross-domain bridge for integrated STEM instruction in order to foster pupils’ knowledge acquisition and competences.

Cultivating Physical Literacy Through an Alternative Pedagogical Approach

Physical literacy (PL) was initially introduced during the first half of the 20th century in the United States. Since then, it has been gradually gaining in both usage and popularity in many physical education contexts worldwide. However, there has been limited discussion on the practical implication of facilitating PL. Thus, the purpose of this article is to (a) introduce a current definition and core components of PL, (b) provide a brief overview of the political application of PL and pedagogical approaches that have been utilized to facilitate PL, and (c) suggest the concept of humanities-oriented physical education (HOPE) as an alternative pedagogical approach to facilitate PL. The article concludes by sharing recommendations for and insight into ways of cultivating PL within physical education contexts.

The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education.

Epistemic violence is enacted in medical curricula in mundane ways all the time, negatively impacting learners, teachers and patients. In this article, we address three forms of such violence: White supremacy, indigenous erasure and heteronormativity. In this article, we examine the knowledge systems of medicine as a global phenomenon, impacted by Western and European ideologies of race and colonisation, both produced by them, helping to reproduce them through authoritative and hegemonic ideologies. We seek not only to problematise but also to propose alternative teaching approaches rooted in the Global South and in Indigenous ways of knowing. Taking inspiration from Paulo Freire, we advocate for the development of critical consciousness through the integration of critical pedagogies of love, emancipation and shared humanity. Drawing on Irihapeti Ramsden, we advocate for cultural safety, which emphasises power relations and historical trauma in the clinical encounter and calls for a rights-based approach in medical education. Deliberately holding space for our own vulnerabilities and that of our students requires what Megan Boler calls a pedagogy of discomfort. Our perspectives converge on the importance of critical consciousness development for culturally safe practice in medical education, acknowledging the need to emphasise a curriculum of shared humanity, introducing the concept of Ubuntu from Southern Africa. Ubuntu can be encapsulated in the phrase 'I am because we are', and it promotes a collective approach to medical education in which there is active solidarity between the profession and the diverse populations which it serves.

Effects of Design-Based Learning Arrangements in Cross-Domain, Integrated STEM Lessons on the Intrinsic Motivation of Lower Secondary Pupils

This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable decrease in motivation and interest during the school years. In a quasi-experimental design with 413 students (M = 12.53, SD = 0.818), we compare a design-based STEM learning program with two alternative teaching approaches (model building and reconstruction). A comparison of the intervention groups (ANOVA) reveals that the Design group shows significantly higher motivation than the alternatives. A multiple linear regression shows that the motivational starting position (=motivation in standard science/biology lessons), cognitive abilities, and participation in the design approach are significant predictors of intrinsic motivation. The results suggest that design-based, cross-domain learning arrangements can be an effective component of motivation-enhancing STEM instruction.

The role of culture-based learning on primary school students’ interest and understanding of Material Form concepts

This research was conducted to emphasize the significance of positive learning interest and deep understanding of concepts among students. Culture-based learning serves as an alternative pedagogical approach aimed at enhancing students’ interest and comprehension of concepts. Quantitative descriptive methodology was employed, utilizing a pre-experimental one-group pretest-posttest design. The research sample comprised fifth-grade students from a public elementary school in Indonesia. The research instruments included observation guidelines, questionnaires, and test questions. The findings revealed that the implementation of culture-based learning yielded an average score of 94%, indicating a very good outcome. Students’ interest in learning significantly improved following culture-based instruction, with an average score of 85.92%. Moreover, students’ understanding of concepts showed notable enhancement post-treatment, with average scores rising from 59% in the pretest to 81% in the posttest.

Exploring Family Perspectives on a Group-Based Hands-on Advanced Carbohydrate Counting Education Program for Children and Adolescents with Type 1 Diabetes: A Qualitative Study.

The care needs of children and adolescents with type 1 diabetes and their families are frequently approached as if they were identical to those of adults, overlooking the distinct challenges young people may face. It has been stated that children and adolescents often find conventional conversations with diabetes specialists tiresome and unpleasant. The present study focuses on familial experiences of an advanced carbohydrate counting program tailored to children and adolescents. The data encompass semi-structured interviews with families who participated in a group-based child-centered advanced carbohydrate counting program. The analysis revealed five themes: (1) peer-to-peer interaction is an essential determinant of sharing and learning; (2) illness perception significantly influences dietary intake; (3) normalization of diabetes in everyday life eases the disease burden; (4) repetition of dietary knowledge is important for retention; and (5) creating a safe and playful learning environment is crucial to engaging children and adolescents in their own treatment. The present findings suggest that it would be beneficial to explore and consider alternative teaching approaches that are adapted to a more interactive and engaging learning environment that is specifically tailored to children and adolescents. This entails moving away from traditional individual approaches.

Exploring the role and purpose of hospitality higher education under neo-liberalism: Perspectives from hospitality academics

This study aims to examine neo-liberalism and its ideological influences in the design and delivery of hospitality higher education in the United Kingdom. The study is underpinned by a qualitative approach, with semi-structured interviews employed as the method for data collection, with thematic analysis as the method for data analysis. Fifty-five hospitality academics working in nine universities were interviewed regarding their perceptions of being a hospitality academic teaching hospitality-related subjects in higher education. Findings were explored and analysed in relation to the broader influence of neo-liberalism on higher education and three key themes emerged, which are: restrictive conception of hospitality as the commercial hotel sector, issue of academic identity, and corporatized institutional leadership. Under the backdrop of neo-liberalism, the higher education sector has prioritized graduate employability as one of its primary responsibilities. Subsequently, hospitality higher education is predominantly viewed akin to a form of professional training programme for the commercial hotel sector, and being a hospitality academic is mainly perceived as an industry mentor, educating students with industry-relevant skills and professional practices. Institutionally, the increasing corporatization of higher education has created an environment which hospitality programmes are positioned to satisfy market demands and secure student recruitment. Informed by these findings, the current study draws the conclusion that there is a strong presence of the neo-liberal ideology reinforcing a vocational ‘filter’ on the design and delivery of hospitality higher education, which legitimizes certain educational values and practices while neglecting and undermining others. This article proposes that greater interdisciplinary engagement with other academic subjects, more recruitment of academics with a broader understanding of hospitality, and institutional leadership that appreciates and encourages alternative pedagogical approaches, are keys to creating possibilities to incorporate a more critical and humanistic underpinning in the academic development of hospitality.

Encompassing Diversity in International Business Education: A Case Study of Virtual Service-Learning

ABSTRACT Achieving inclusion and equity in international business (IB) education remains a challenge, given the rising costs of college tuition and the increasingly diverse and non-traditional student population. These changes may reduce the feasibility and relevancy of activities, such as study abroad programs, and an MNE-centric IB curriculum for a significant number of college students today. To overcome these challenges, in this paper, we share our findings from a case study on a virtual service-learning project that fostered cross-border interactions between undergraduate students in North America and small business owners in Central America. Over the course of one semester, students worked to draw connections between their unique individual backgrounds and skill sets, connect IB and global strategy concepts to small business operations, and deepen their understanding of sustainable development. Our findings demonstrate that this practice can enhance student enjoyment, academic learning, professional growth, and civic learning. Overall, virtual service-learning can be effective as an alternative teaching and learning approach to address the significant challenges in IB education.

“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.

Alternative Teaching Approaches: Economics for Future Generations

Alternative Teaching Approaches: Economics for Future Generations

Facilitators of and Barriers to Effective Preceptorships for Pre-licensure Nursing Students: What Nursing Faculty Need to Know.

Preceptorships offer prelicensure nursing students the opportunity to meet their clinical objectives by working one-on-one with a registered nurse (RN). Although preceptorships can be provided for any clinical course, most prelicensure nursing programs offer them during the final semester. Preceptorships provide a bridge between academic study and the real world of nursing. By acting as a teacher, role model, evaluator, and person who can help a student to socialize with the profession, a preceptor can reduce the reality shock experienced by new nurses and provide them with realistic expectations about the nursing profession. The recent nursing shortage has inadvertently led to a preceptor shortage and forced the nursing leadership to become dependent on available RNs, including those without preceptor training or experience. This practice update paper aimed to address the facilitators and barriers associated with preceptorships for prelicensure nursing students and discuss the proposed solutions for effective clinical preceptorship based on evidence and the author's personal reflections. The major facilitators were the discussion of nursing program expectations, the selection of teaching strategies with real-world examples, the creation of a structured weekly plan to promote learning, and the consideration of alternative teaching approaches. The major barriers were preceptors' dual responsibilities to students and patients, challenging students, and the lack of experienced preceptors. The proposed solutions included obtaining support from the nursing leadership team to ensure that the preceptor had a balanced workload, developing the emotional competence of the preceptor, addressing challenging students through a three-way conference with the student, the preceptor, and the clinical faculty and a written plan to ensure student progress, having the nursing leadership conduct periodic assessments of the preceptor pool, and ensuring that appropriate training was offered to candidates who were willing to become preceptors.

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.