Classroom Teaching Methods Research Articles

RETRACTED ARTICLE: Popular music singing video teaching based on android mobile network and embedded system

The number of students in colleges and universities across the country is increasing. The quality of teaching in university classrooms has become very important. The rapid changes of the times have also put forward new requirements for classroom teaching methods. Therefore, for modern higher art education, traditional teaching methods and one-to-one many teaching modes have been unable to meet the demand, nor can they guarantee the quality of teaching. Based on modern technology, this article transfers the traditional classroom teaching mode to the Internet to realize a new mode of online remote network teaching. An embedded system is a hard real-time system composed of a large number of processing units interconnected through a shared bus to support distributed functional end-to-end computing. Embedded systems related to self-connection must consider safety, because insecure factors will threaten the system and even the lives of people. Aiming at the development of multifunctional hybrid critical heterogeneous embedded system, this paper proposes a key path tabu search algorithm and message movement strategy to solve the problem of optimizing development cost. The KPTS algorithm uses a tree-shaped taboo list to find a solution that has low development cost and satisfies the constraint of response time. The message migration strategy is a way to reduce development costs, that is, to avoid recursive increases in task SIL. Based on the current advanced teaching system, database technology, education platform and programming methods in our country, this paper designs a set of remote online teaching system, thus establishing a multi-category education teaching system based on the B/S network structure, and based on teachers, students and administrators have constructed a teaching model of offline teacher–student interaction and online teaching and learning with a complete database, which will greatly enrich the diversity of teaching methods and teaching methods in universities.

The Role of Information Based Foreign Language Teaching in the Publicity of Chinese Excellent Traditional Culture

Information based foreign language teaching refers to the introduction of information technology in foreign language teaching and the implementation of information-based teaching methods in foreign language classroom, which is conducive to the establishment of multi-mode corpus in the course website, the implementation of multi-dimensional interactive teaching mode inside and outside the classroom, and also helps to improve the diversity of evaluation system. Although China’s external publicity has improved greatly, the communication technology and technology of our Excellent Traditional(ET) culture in the external communication and publicity are relatively backward. Therefore, this paper mainly discusses the role of information-based foreign language teaching in the publicity of Chinese ET culture. In this paper, an experimental class and a control class are set up. The experimental class adopts the information-based foreign language teaching to publicize the ET Chinese culture, while the control class adopts the traditional teaching method to publicize the ET Chinese culture. After the end of the semester, through comparative analysis, it shows that the information-based foreign language teaching designed in this paper has a very good effect in the publicity of Chinese ET culture.

EFFECTIVENESS OF ONLINE VS. TRADITIONAL CLASSROOM TEACHING FOR UNDERGRADUATE MEDICAL STUDENTS: A STUDENT’S PERSPECTIVE

Abstract:
 
 Objective:
 To find effectiveness between online and traditional classroom teaching methods among final year class of MBBS.
 Methods:
 An observational study conducted at King Edward Medical University Lahore in April 2020 among the final year class of MBBS. Two Likert-scale questionnaires generated on Google Docs after taking approval from the university’s ethical committee. Informed consent was taken and all students of the final year class of MBBS, of both genders, were included. Univariate analysis was done taking preference of teaching method as a primary objective. P-value ≤0.05 considered significant. Data was analyzed using SPSS v20.
 Results:
 Three hundred and three (n=303) students responded to the traditional model and three hundred and ten (n=310) responded to online. Overall, the mean value of student preference for the traditional mode of teaching was higher than online (3.62 vs. 3.09). Univariate analysis showed, in the traditional mode of teaching students felt more concentrated during lectures (p<.001) and had more interclass interaction (p<.001). The student felt the online mode of teaching more effective (p=0.02) and found it more feasible to respond to class tests (p=0.01). However, both methods were significant regarding increasing productivity of students (p<.001, p<.001), non-complex (p=0.01, p=0.01) and enjoyable (p<.001, p=0.01)

Optimized localization of sensor nodes in 3D WSNs using modified learning enthusiasm‐based teaching learning based optimization algorithm

Localization in wireless sensor networks (WSNs) is used to determine the coordinates of the sensor nodes deployed in the sensing field. It is the process that determines the location of the target nodes relative to the location of deployed anchor nodes. These anchor nodes are deployed at known locations having GPS installed in them. However, mostly in all 3D applications, the area under observation may have a complexity in the sensing environment. In this work, a modified learning enthusiasm-based teaching learning based optimization algorithm (LebTLBO) is proposed to deal with the 3D localization problem using single anchor and moving target nodes in anisotropic network with DOI 0.01. LebTLBO is a metaheuristic inspired by the classroom teaching and learning method of teaching learning based optimization algorithm. An improved LebTLBO algorithm aims to achieve enhanced performance by balancing the exploration and exploitation capabilities of conventional LebTLBO to improve its global performance. On the CEC2019 benchmark functions, the suggested technique is assessed, and computational findings show that it provides promising outcomes over other competitive algorithms. Also, mLebTLBO outperforms well in terms of localization error in 3D environment. The proposed technique is useful to cope up in case of rescue operations.

Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course.

An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants’ critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.

Application of cooperative learning method in classroom teaching of Plant Protection—— taking the main pathogenic species and disease types of plant diseases as an example

With the deepening of the new curriculum reform, cooperative learning is adopted in order to improve students’ interest in learning. The observation group used group cooperation for communication and discussion, and the control group used traditional indoctrination teaching for comparison. After that, 30 students were randomly selected in both classes for paper examination and questionnaire survey. The results showed that there were significant differences between the horticulture classes and the garden classes (P<0.01). In conclusion, the cooperative learning can effectively improve students’ achievement and interest in learning, strengthen the teaching concept of taking students as the main body, promote the cultivation of students’ core quality, and provide relevant teaching suggestions for front-line teachers.

Virtual versus In-Person Presentation as a Project Deliverable Differentially Impacts Student Engaged-Learning Outcomes in a Chemical Engineering Core Course

Over the past decade, the increasingly globalized society has continually redefined the qualities and skills of an ideal engineering graduate for industry and academic careers, and, more recently, in light of a global pandemic in 2020, the pedagogical environment has shifted toward a virtual classroom setting. Because the engineering and social challenges of the modern world are rapidly evolving, it is important to adapt teaching methods that reflect these changing times. An increasingly attractive teaching method in the engineering classroom is project-based learning (PBL), which is known to improve engaged-learning outcomes, such as creativity, risk taking, social responsibility, teamwork, self-confidence, and communication. However, it is still unclear how various PBL practices differentially impact these engaged-learning outcomes. Toward the goal of elucidating this, the impact of two different project formats, a virtual presentation versus an in-person presentation, was evaluated for a junior-level chemical engineering core course, Mass and Heat Transfer, over 2 years (248 students total). In surveys conducted after the projects were completed, students were asked to what degree the project improved each of the learning outcomes on a scale of 0 (no impact) to 10 (great impact). Data from these postproject surveys showed no statistically significant differences in impact on teamwork, self-confidence, and communication skills between the two groups. However, the virtual presentation had statistically significant greater positive impacts on student creativity [mean score: 8.9/10 (virtual) vs 7.7/10 (in-person); p < 0.001] and risk taking [mean score: 7.7/10 (virtual) vs 6.1/10 (in-person); p < 0.001], whereas the in-person presentation had a significantly more positive impact on social responsibility [mean score: 6.5/10 (in-person) vs 5.5/10 (virtual); p < 0.05]. Qualitative insights into these results were gathered from discussions with students in focus groups. The results of this study underscore the unique advantages associated with different presentation formats. From the perspective of the current transitions to online learning, the results suggest that changing project deliverables from an in-person to a virtual format may actually yield net gains in engaged-learning outcomes.

Application Analysis of Flipped Classroom Based on Wechat Public Platform in Basketball Physical Education Teaching

Under the background of the new era, with the deepening of the new curriculum reform, college physical education teaching mode and concept have changed. Among them, flipped classroom based on wechat public platform has practical significance for sports learning. It is an important part of basketball physical education teaching process. The reasonable implementation of wechat public platform flipped classroom can improve students’ subjective initiative and promote the development of students’ sports learning at all levels. There are also some problems in the application of wechat flipped classroom in basketball course, such as emphasizing form, ignoring content, unreasonable design of classroom resources. The implementation of the new teaching mode requires full use of video, micro classroom and other teaching methods to improve students’ interest in learning, explore more knowledge of teaching content, fully understand the connectivity of knowledge, and improve the overall efficiency. Among them, this paper takes the flipped classroom of wechat public platform as an important research object, expounds its special application in basketball physical education teaching, hoping to help basketball sports teaching.

Multiple intelligence theory is the wing wherewith we fly to classroom

Multiple Intelligences developed by Howard Gardner play a primary role in Education today. The concept of smart classrooms in schools and colleges has become the most common means of teaching and has produced excellence in methods of English Language Teaching. The teachers in colleges should be aware of the fact that students coming from schools have their individual intelligence profiles. But the problem is they differ in their profiles. Obviously the differences affect the students ' learning process in a large classroom and the question is how should teacher face such diversity in classroom situations? In light of this question, the paper attempts to discuss strategies to invest in the teaching-learning processes so that the teachers look beyond traditional methods of classroom teaching and continue the track of application of multiple intelligences. The paper focuses on teaching speaking and listening skills and attempts to involve suitable intelligence theories. The strategies that were examined in classrooms are encouraging. The feedback from the students proves that the strategies are a worthy target for achieving standards in improving their speaking and listening competencies

Research on the Effect of Big Data Flipped Classroom Combined with Scenario Simulation Teaching: Based on Clinical Practice of Medical Students

With the rapid development of information technology and the deepening of education reform, flipped classroom, as a new teaching mode, has received considerable attention from the education circle as soon as it appeared. This paper analyzes the teaching design principles of big data flipped classroom combined scenario simulation, constructs the teaching design model of big data flipped classroom combined scenario simulation in medical clinical practice, and explores the application and effect of the teaching method of big data flipped classroom combined scenario simulation. In this paper, the experimental group takes care of fusion simulations combined with the flipped classroom teaching method, and the routine control group uses the traditional teaching method; the scores of the two groups on theory, learning initiative, clinical practice, and critical thinking ability allow comparing the teaching effect, concluding that health care integration scenario simulation combined with flipped classroom teaching methods is new. It is beneficial to improve the learning ability, improve the ability of medical cooperation, enhance the sense of humanistic care, and so on. Analysis and comparison concludes that turning medical fusion simulations combined with classroom teaching, promoting the medical students on medical students’ clinical practice to master theoretical knowledge and practical operation ability, and improving the ability of critical thinking ability and care will lead medical students to make a study of basic knowledge of medicine helping to cultivate the graduate student’s study enthusiasm, stimulating interest in learning, improving the comprehensive quality of medical specialty, and making it worth popularizing in practice teaching.

Retracted] Immersive Virtual Reality Physical Education Instructional Patterns on the Foundation of Vision Sensor

The creation of visual settings using avatar technology is the initial implementation of a voxel in the reporting context. This article is aimed at demonstrating the important role of a virtual reality immersive physical education model in current physical education and analyzing the immersive virtual reality physical education model. Relying on the mature VR virtual reality technology to establish a virtual simulation experiment platform, the application value in the education field is also reflected in the saving of experimental teaching costs. A complete set of VR teaching courseware also satisfies the functions of teaching training and assessment and is used repeatedly to maximize the value of utilization. This research mainly introduces the content of the optimization of the teaching method of the course combined with virtual reality technology. In order to make the data more convincing, reference literature and data in recent years have been referred to around immersive teaching. The first part is the discussion of immersive teaching, which includes the research of virtual immersive classroom teaching. The second part is a separate analysis of virtual reality technology. The third part is the practical exercise based on the first two parts; that is, from the learning effect and attitude of the student as the main body, the theoretical basis of the two parts on visual sensors and immersive virtual reality physical education teaching is transformed into real practice teaching. In the experiment part, in order to demonstrate the effectiveness and support of immersive virtual teaching, on the one hand, we started with the teaching of teachers, and on the other hand, we carried out investigations from the aspects of students’ learning. The desktop virtual environment teaching method is compared with the existing classroom teaching methods. The image processing and image analysis of the virtual reality technology are combined with the image gray level of the three‐dimensional image to analyze the multitask algorithm of the vision sensor. The feasibility of immersive virtual teaching was verified. Research data shows that the 10 students participating in the experiment gave a score of 7.9 for the target attitude of immersive virtual reality physical education. Students’ interest in learning will increase, and efficiency will also be greatly improved. VR can not only provide students with a new learning experience but also be used to strengthen teachers’ teaching skills. Because VR can simulate a real teaching environment, teachers can use this set of tools to try new course materials and improve classroom management capabilities.

An Exploratory Research on the Theoretical Course Teaching in Private Colleges under the Flipped Classroom Teaching Method

An Exploratory Research on the Theoretical Course Teaching in Private Colleges under the Flipped Classroom Teaching Method

Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students

ABSTRACT In May 2019, the World Health Assembly, in an unprecedented move, endorsed the inclusion of traditional medicine in the International Classification of Diseases, 11th Revision. In Japan, traditional medicine (known as Kampo) is regulated by the government and prescribed by over 90% of physicians along with modern medicine under the national health insurance system. Although Kampo education must be included in Japan’s core medical curricula, there are significant challenges to implementation. In the educational context, the flipped classroom teaching method has received considerable attention in recent years. This study developed a Kampo e-learning program and verified the effectiveness of a flipped classroom using Kampo e-learning. The Kampo e-learning Committee determined three courses and assigned an administrator for each. The administrators appointed lecturers who developed Kampo e-learning lessons. Physicians, pharmacists, medical students, and pharmacy students were asked to participate in the e-learning program, and their comments and suggestions were collected after program completion. The flipped classroom was evaluated by implementing Kampo e-learning in the Kampo session with fourth-year students at Keio University School of Medicine in Japan. Seven courses were created, including four based on volunteer suggestions. The ‘Systematic Kampo Curricula’ featured 88 lessons developed by 54 Kampo specialists. Out of 118 fourth-year medical students who participated in the flipped classroom, 113 registered for the Kampo e-learning program, 100 attended the session, and 88 answered the post-session questionnaire. Among the students who answered the questionnaire, 86.4% were satisfied with the flipped classroom, 79.5% replied that the program made them understand Kampo and 80.7% stated that it should be adopted. The flipped classroom using Kampo e-learning program was shown to be attractive in one medical school. Further expanded study is necessary in the near future to reveal the usefulness of the flipped classroom of Kampo learning.

Teaching Learning English through Hasya Rasa

Language classes should be interesting and enjoyable to learn language effortlessly; learners should learn language without stress and burden in learning process. This article aims to describe rasa theory as a teaching method in language classroom. The research has occupied qualitative descriptive textual method; it is a library research. Language learning should be fun and stress free. The selected humorous poems and jokes make memorization of vocabulary items and their usages easy. The short-situational plot and dialogues make learning and memorization natural. Jokes and humorous poems help to learn language stress-freely. It becomes more effective for the learners of about six to twelve years and the beginners. This article describes only ‘hasya rasa’ among other ‘rasas’ in rasa theory. Teaching-learning English through (hasya) rasa theory is a unique and interesting method in ELT. This article provides ELT practitioners with the insight to explore more about the implication of rasa theory into ELT.

Integrating Life Situations in Teaching English Reading Skills among Secondary Level Students

The study aims to find out the effectiveness of Integrating Life Situations in Teaching English Reading Skills among secondary level students. The objectives of the study are to identify the Need-Based Reading Skills in English among Secondary level students. To design and plan the Teaching-Learning Activities in English for the students in Integrating Life Situational Teaching to enhance English Reading Skills among Secondary level students. To find out the level of effect on English teaching by Integrating different Life Situations to enhance English Reading skills among Secondary level students. The researcher adopted the True experimental method of Randomized Pre-test - Post-test Control group design. Assessment of Reading Skill Test is prepared by the researcher. In the Assessment of Reading Skill Test, Reading Sub skills such as Understanding skill, Vocabulary skill, Analyzing Skill, Inference Skill, Interpreting Skill, were analyzed. The researcher used a Convenient Sampling Technique for selecting the samples for the study. The researcher selected 80 homogeneous samples by making use of the selective procedures of Statistical Matching and Random assignment. In the Control group, 40 samples are selected and in the experimental group, 40 samples are selected therefore 80 students are selected by the researcher to implement Integrating Life Situations in enhancing Reading Skills in English. The researcher used Descriptive Analysis by using the measures of Mean and Standard Deviation. The researcher used the ‘t’ test is to identify the significant difference between the variables. Findings of the study revealed that student's performance in Reading Skills of Students in both Traditional methods of Teaching and Integrated Life Situational Teaching method is found the same. The students learn Reading Skills in Integrated Life Situations Teaching Method than the Traditional Method of classroom Teaching. Experimental Group students achieve high Performance of Reading Skills in English because Integrated Life Situational Teaching enhancing their Reading Skills in English Experimental Group Students achieves better performance in Sub skills of Reading Skill in the English Language such as Understanding skill, Vocabulary skill, Analyzing Skill, Inferencing Skill, and Interpreting Skill, than the Control Group Students. Integrating Life Situations enhance their Sub skills of Reading. Students enhanced their Reading Skills in English through Integrating Life Situations. In Integrating Life Situational Teaching, students easily and interestingly involve Teaching-Learning Process.

Teaching Using a Flipped Classroom Approach: Impacts for Students of Color

&#x0D; &#x0D; &#x0D; Using a quasi-experimental research design this study examined whether the use of a flipped classroom teaching method for undergraduate quantitative research methods had an impact on undergraduate students’ academic achievement within the course as measured by their course assignments, quizzes, exams, and final paper. Findings suggest that utilizing a flipped classroom teaching design impacted Students of Color, as they performed better than their White peers on their final papers.&#x0D; &#x0D; &#x0D;

Improvement in learning enthusiasm-based TLBO algorithm with enhanced exploration and exploitation properties

Learning enthusiasm-based Teaching Learning Based Optimization (LebTLBO) is a metaheuristic inspired by the classroom teaching and learning method of TLBO. In recent years, it has been effectively used in several applications of science and engineering. In the conventional TLBO and most of its versions, all the learners have the same probability of getting knowledge from others. LebTLBO is motivated by the different probabilities of acquiring knowledge by the learner from others and introduced a learning enthusiasm mechanism into the basic TLBO. In this work, to achieve the enhanced performance of conventional LebTLBO by balancing the exploration and exploitation capabilities, an improved LebTLBO algorithm is proposed. The exploration of LebTLBO has been enhanced by the incorporation of the Opposition Based Learning strategy. Exploitation has been improved by Local Neighborhood Search inspired by the experience of the best solution so far discovered in a local neighborhood of the present solution. On the CEC2019 benchmark functions, the suggested technique is assessed, and computational findings show that it provides promising outcomes over other algorithms. Finally, improved LebTLBO is employed in three engineering problems and the competitive findings demonstrate its potential for a real-world problem such as the localization problem in Wireless Sensor Networks.

E-learning: The Scenario During COVID-19 Pandemic

Background: E-learning is essential in health science education, and the COVID-19 pandemic has accelerated its utility. Objectives: The study aimed to observe the changes in the scenario of e-learning in Indian Medical Education during the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted on 905 undergraduate health science students who agreed with an online survey. A questionnaire was prepared, including sociodemographic details, utilization of commercially available e-learning programs before the pandemic, and the scenario of teaching-learning activities during the COVID-19 pandemic. It was validated and circulated among medical students of various states across India through social media. Qualitative data were presented as numbers and percentages and quantitative data as mean (SD). Results: Of the 905 students surveyed, 69.17% (n = 626) were female students and 30.83% (n = 279) were male students. Besides, 85% (n = 395) of the students found commercial programs useful in clarifying concepts. Institutional e-learning was mandatory for 71.16% (n = 644) during the COVID-19 pandemic. Of the 644 students for whom e-learning was mandatory, 69.10% (n = 445) found tools like videoconferencing, Google classroom, zoom meetings, etc. useful in flexibility and autonomy. However, 50.47% (n = 325) of the students preferred a combined method of classroom teaching and e-learning, whereas only 9.93% (n = 64) of students preferred only e-learning as a method of teaching. They were satisfied with institutional programs for clarifying concepts (n = 386; 60%) and communication skills (n = 320; 50%). Conclusions: The utility of e-learning has increased during the COVID-19 pandemic. However, students preferred e-learning in combination with traditional teaching, especially in health science courses.

Comparing the Effects of Traditional Teaching and Flipped Classroom Methods on Midwifery Students’ Practical Learning: The Embedded Mixed Method

Higher-level learning goals can be achieved almost only through teaching methods which actively involve students in their learning. This study aimed to compare the effects of traditional teaching and flipped classroom methods on midwifery students’ practical learning. This embedded mixed method study was conducted on 34 first-year midwifery students in 2017–2018 academic year in Babol city (one of the largest cities in northern Iran). The contents of the four sessions of a course called the principles and techniques of midwifery were prepared for both flipped classroom and traditional teaching methods and provided to students using the crossover design. All students were selected by census and randomly divided into two groups. The students’ attitudes towards both teaching methods were assessed at the beginning and also the end of the study intervention, while their satisfaction, knowledge and practice were assessed one month after intervention. In the second phase (qualitative study), the student's perspective about the weaknesses and the strengths of the both teaching methods were explored using the open-ended questions. Quantitative data were analyzed using SPSS and qualitative data with conventional content analysis. Flipped classroom method was significantly more effective than traditional teaching in improving midwifery students’ knowledge and practice. They also had significantly better attitude and more satisfaction with it (P < 0.05). The strengths of flipped classroom were promotion of learning, consolidation of learning, unlimited opportunity for learning, and interactive learning. This study suggests that flipped classroom method promotes practical learning and leads to positive learning among the midwifery students.

Application of Computer Virtual Reality Technology in College Sports Training

With the continuous development of social science and technology, the application of computers is more and more extensive. The application of computer "virtual reality" (hereinafter referred to as VR) technology in college physical education (hereinafter referred to as PE) training can enrich the content of PE classroom teaching, update classroom teaching methods, and improve the quality and efficiency of PE training teaching. However, in the process of practical application, there are still some problems to be solved.