Alternative Teaching Approaches Research Articles

“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.

Bringing playful learning to South Korea: An alternative pedagogical approach to promote children's learning and success

Korean society values skills such as creativity and confidence, but the current education system fails to support children in developing these skills. We present a model of Playful Learning that leverages "how" children learn to support not just content but other skills needed for 21st century success. We contextualize the innovative model of "what" and "how" of learning within longstanding Korean value systems and discuss the successful adaptation of Playful Learning. By addressing pervasive misunderstandings about play, providing safe spaces for play, and allocating time for play, Korea can emerge as a leading paragon of the International Playful Learning Movement.

“AR The Gods of Olympus”: Design and Pilot Evaluation of an Augmented Reality Educational Game for Greek Mythology

Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to increase students’ interest for the subject and lead to better learning outcomes. However, studies about the use of AR educational games in the classroom are sparse and further research is necessary. In this article, we present an AR-enhanced educational game for teaching History (Greek Mythology) to 3rd grade Primary school students in Greece. The game, called “AR The Gods of Olympus” consists of three mini games: an AR game with the gods/goddesses of Olympus using narration; a memory game with cards depicting the gods and their symbols; and a quiz game. In order to study the effectiveness of the game and students’ experience and perceptions on it, a study was carried out with primary school students that used the game in classroom. The study utilized a pre-/post-test design, a brief questionnaire based on the MEEGA+ model for evaluating educational games, and observation of students during game playing. Students’ performance was improved after playing the game but the difference was not statistically significant, while the game was positively perceived by students. Especially the AR mini game raised students’ interest and as the students themselves stated helped them “learn while playing”.

Design and Implementation mDPBL Teaching Approach to Improve Students' Creative Thinking Skill

The majority of learning in Universities is adopting the Direct Instructional (DI) approach. The DI approach is a lecturer-centered approach. Howover, this approach tends to be boring for the students as it is very tedious and dominated by the lecturer. Moreover, this approach limits students in developing the habit of problem-solving and creative thinking in learning processes. Therefore, it is very important to develop a new innovative approach in teaching activity that gives students more opportunities to be involved in the learning process. Direct Problem-Based Learning with the utilisation of Multimedia (mDPBL) is developed as an alternative teaching approach to eliminate the disadvantages, especially in the limitations in students' creative thinking.This research measures students’ creative thinking skills after being taught using mDPBL approach. This research uses quasi-experimental method. 276 students involved in this research. The result of the measurement shows that the students’ controlled group has an average score of 18.014 while the latter, the experimental group has an average score of 19.669. Based on the t-test analysis conducted in both groups, they have shown a difference of 1.655 in average score. Therefore, there is an indication that the mDPBL approach contributes to improving students’ creative thinking skills.

Elementary School Teachers Received Training on Using Google Forms for Assessing Students' Learning During the Covid-19 Pandemic

As a result of the spread of the COVID-19 virus, traditional classroom instruction has had to be replaced by online, asynchronous distance learning. The evaluation of students' progress is one area that has room for improvement. Teachers can use a wide variety of programs to administer online learning evaluations. The Google form is frequently utilized as an online evaluation tool. There have been many successful online assessments conducted using Google Forms, including blind evaluation exercises, assessments of lecturer effectiveness, and assessments of alternative pedagogical approaches. Training is conducted via the online meeting tool Zoom, and participants are given assignments to complete as part of the process. Elementary school educators are the target audience for this workshop. There were 10 educators from SDN Tegalrejo in the Dringu District of the Probolinggo Regency who participated in this training. There are three phases to this training: pre-training, training, and post-training evaluation and adjustment. The training's outcomes, beginning with the identity page and continuing through question entry, answer key entry, and scoring, are generally consistent with the training's tutorials. The majority of those polled (95%) found the training to be beneficial. The majority of respondents agreed or strongly agreed that the training provided was beneficial and appropriate for their needs during their time spent learning online.

The Use of Social-Media and IT Application Tools for Teaching in Ghanaian Universities: Case of University of Cape Coast, Ghana

The use of social media and IT application tools as an alternative pedagogical approach in higher educational institutions of learning cannot be compromised. Considering their incalculable advantages especially, in these times of the COVID-19 pandemic where closure of schools characterised some of the mitigating factors which wedged pedagogy. Nonetheless, quite a few institutions have taken advantage of these technologically inclined resources to facilitate teaching and learning. Therefore, this study explores the perceived usage of social media outlets and IT application tools in the University of Cape Coast (UCC) as a means of pedagogy by the Academic Staff. The study employed a cross-sectional survey as result of which 102 Academic Staff were sampled. The findings disclosed that the use of social media (i.e., Twitter), online collaborative tool (i.e., Google Hangouts) as a means of pedagogy is conspicuously absent among the teaching staff. Whiles some IT application tools (i.e., Dropbox, Google Drive, OneDrive) were hardly used in the classroom context, although the participants revealed possessing the skills in the use of such social media outlets and the IT application tools at their individual level. However, the use of Presentation tools (i.e., Microsoft PowerPoint), Spreadsheets (i.e., Microsoft Excel) and Word Processing (i.e., Microsoft Word) were mostly used to facilitate teaching and learning. The study recommends the adoption and enforcement of these resources by the management of the university. Taking into cognizance, the numerical strength of the yearly enrollment of students into the University vis a viz its limited infrastructure.

Nurse students’ satisfaction towards blended learning program

Purpose: The implementation of online learning during Covid-19 presents challenges especially for nursing education. Nurse students during online learning did not receive enough opportunities to learn clinical skill. Blended learning becomes an alternative in nursing education during Covid-19 pandemic because it offers both face-to-face and online learning. Participants and methods: The participants of the current study were nurse students in nursing education university in Bali. 105 nurse students were invited to join blended learning program. After blended learning program, they were asked to fill an online questionnaire. 10 students were also invited to join interview. Results: The results confirmed that students are satisfied with the interaction (M=3.77, SD=.783), instruction (M=4.04, SD=.794), instructor (M=3.88, SD=.685), and course management (M=4.06, SD=.657) of blended learning implementation. However, in terms of technology the students are neither satisfied nor dissatisfied (M=3.41, SD=.800) with blended learning program. Conclusion: This study concluded that blended learning could be used as an alternative teaching and learning approach for nursing education especially in Covid-19 pandemic era.