Innovative Teaching Style Research Articles

Vesalius and His Manikin: An Enduring Influence on Modern Anatomic Teaching.

Anatomic teaching has long informed surgical knowledge, experience, and skills. One tool for teaching that emerged during the Renaissance was the fugitive anatomic sheet, which used flap layers to reveal different levels of anatomy. In 1538, Vogtherr introduced the first fugitive sheets, which included illustrations of male and female figures with a torso paper flap that, when lifted, revealed the internal organs in a cartoonish style. The popularity of these anatomic fugitive sheets spurred an increase in small print-and-sale workshops. In 1543, Vesalius included fugitive anatomic sheets in his books Fabrica and Epitome, containing large paper flapped models that could be created by cutting out and gluing images of human internal anatomy onto a base layer. Students could tack these manikins up to a nearby wall during dissection. Significant collaboration between Vesalius and his publisher occurred to coordinate the integration of large foldable sheets featuring the cutout models into his works. Vesalius's groundbreaking discoveries, his use of the most advanced printing techniques, and his innovative teaching style are fundamental aspects of the legacy of medical education. This article shows these remarkable fugitive anatomic sheets from the original publications of Fabrica and Epitome together for the first time. It explores the innovative concepts and applications of Vesalius's unique printings.

Games and Arts as Tools for Developing Generic Skills in Engineering Students

In today’s educational landscape, the integration of innovative pedagogical approaches is essential for improving student learning. In this respect, game-based learning appears to be a strategy that not only actively engages students—who often struggle to understand scientific concepts, leading to negative emotions and discouragement—but also helps them acquire transferable skills. Particularly in the field of telecommunications engineering, where the practical application of knowledge is essential, the use of educational games offers a unique opportunity to explore and reinforce specific and general skills. In this study, a cross-sectional quantitative methodology was implemented using a representative sample of 64 undergraduate students in the sixth semester of the telecommunications engineering program at a public university. In general, educational games are primarily intended to evoke emotions in participants, such as enjoyment, to help them cultivate a “receptive learning mindset” and to effectively teach a specific subject. In contrast to these approaches, the game proposed in this study incorporates humanistic skills and artistic tools to construct antennas within a specific context. This enabled students to engage in a practical, applied learning experience in their field of study, focusing on three key aspects: appropriating knowledge, building values, and learning about life, as well as recognizing others in society and interacting with the environment. The results obtained using the proposed game-based strategy were compared with those obtained using conventional teaching tools. The results showed that play not only imparted knowledge but also contributed to students’ overall development by fostering the values and skills essential to their personal and professional success. The results underscore the significance of developing games that authentically simulate project processes and activities. This emphasizes the importance of aligning game dynamics with real-world challenges and situations in the field of telecommunications engineering. This simulation-based approach may be the key to maximizing the impact of game-based learning on the training of future professionals in this field. This comparative study helps fill a gap in knowledge about game-based learning in engineering education by providing valuable insights. It is also important to comprehend the impact of game-based learning on an antenna course and the students’ willingness to engage with this innovative teaching style in the classroom.

Anatomy‐Focused Exercise Videos to Combine Studying with Wellness

Study Objective and HypothesisThe link between exercise and mental wellness is well appreciated. Yet, many medical students struggle to find the time to incorporate physical activity into their daily lives. A new and innovative teaching style that incorporates movement with Anatomy was developed at Michigan State University. Students are provided a series of supplemental videos that utilize exercise and choreography to reinforce difficult anatomical concepts. Previously published research by Guzzardo et al. demonstrated a link between movement, anatomy learning, and enjoyment. This current study deepens that understanding by gathering student feedback that qualifies the effects of the videos on their wellness.MethodsFirst and second year medical students at Michigan State University were provided links to videos housed on the Knockout AnatomyYouTube channel during their Anatomy or Neuromuscular courses. All students within those two cohorts were invited to participate in our IRB‐approved qualitative study. Nineteen students completed virtual interviews that asked questions pertaining to their current level of activity, the importance of movement in their life, their motivation behind watching the videos, how the videos made them feel afterward, and if the videos helped them learn the material.ResultsStudent responses were broken into four major themes. 1) All interviewees stated they view exercising as important for mental health and academic performance, and nearly all reported their time spent exercising has decreased since starting medical school. 2) After participating in the movement‐based videos, most interviewees reported a positive increase in mood and energy levels. 3) Several interviewees reported that participating in the videos reminded them of the positive benefit of routine exercise, and they were more motivated to achieve their weekly exercise goals on a more consistent basis. 4) Academically, most interviewees reported that the videos helped them retain anatomy information, particularly with challenging anatomy topics such as brachial plexus, dermatomes, and myotomes.ConclusionMany medical students feel they are unable to reach their exercise goals due to time constraints. Professors in all disciplines can better understand the positive effects of exercise on student wellness and challenge themselves to explore new and innovative ways to bring movement into the learning environment.ReferencesGuzzardo, G., Gilbert, M., Schaefer, M. and Nazaroff, C. (2021). Exercise Anatomy: A Flexible Approach. The FASEB Journal, 35:S1.

Application and Justification of Eclectic Approach (an Innovative Teaching Style) for ELT Practitioners in both Private and Public Universities in Bangladesh

The use of modern innovative techniques is an essential requirement for language pedagogy. One single method cannot meet all the needs of learners in language teaching. The purpose of this paper is to figure out the contextual application of eclecticism and compare two perspectives of learning which relates to public and private educational institutions. (Reference: both AIUB and BSMRSTU where I had been teaching for years). This study intends to draw the picture of real-life teaching experiences in both private and public universities. My focus will be on justification of practicing all four skills, specially listening and speaking skill through eclecticism. It is all about a teacher’s unique innovations and his/her own creations to cover up all skills in one lesson. To conduct this research, a comparative study based of literature review was done to find out real problems of each institution. Some new innovative techniques and activities have been applied in learning and acquiring English in my classroom. All the students were given some tasks and they were asked to follow some instructions given. They became interested to accomplish all the tasks and learn lessons promptly. My goal is to talk about how successful a teacher can be to introduce a new technique. For example, teachers are suggested here to practice on the basis of ‘realia’ like playing and listening songs and music videos as innovative texts to exercise on all for skills. At last, the general purpose of this paper is to discuss a very authentic new technique, its future implications, results, problems and solutions. To talk about these, limitations of all other single methods and some current practices will be mentioned to investigate learners’ needs on the basis of “Needs Analysis”. Some solutions will be suggested at the very end of this paper.

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Reflections on Social Work Doctoral Pedagogy: A Reciprocal Approach to Enhancing Preparation for the Academy

ABSTRACT Eleven doctoral interns and 9 faculty mentors participated in a two-year Teaching Mentorship Project (TMP). Qualitative analyses of 20 interviews and reflective writing by the interns resulted in six themes: preparation and guidance from mentors; teaching innovation; teaching rehearsal with intern peers; mentor-intern reciprocal support; teaching readiness/empowerment; and pedagogical reflexivity. Interns valued teaching empowerment, intern-mentor reciprocal support, and innovative teaching styles and methods. Mentors envisioned the essentiality of adding teaching mentorship to the doctoral curriculum to engage faculty in learning from a new perspective. Pedagogical reflections suggest that this mentor-intern joint effort be continued to cultivate a vibrant environment for promoting teaching excellence through mentored teaching and evaluation.

Media Education in the ICT Era: Theoretical Structure for Innovative Teaching Styles

The era of information and communication technologies (ICTs) in which we live has transformed the foundations of education. This article starts from the premise that there is a convergence between technologies and media that makes ICTs adopt strategies and forms similar to traditional media, especially in their quest to create influence on citizens. For this reason, curricular objectives should include a critical analysis of this new reality in order to train new generations. We propose, based on the traditional parameters of media education, a new theoretical framework for their development that includes innovative teaching styles to achieve these goals. We used a critical pedagogy methodology with a qualitative and descriptive approach through the analysis of the content of theoretical studies and field work through which to establish an innovative pedagogical structure. The main result is that the influence that ICTs have on children and young people today is as strong as, or stronger than, that traditionally received by the classical media, and that there is a lack of adequate framework to address the problem. In this sense, and as a conclusion, we consider that they must create critical attitudes before the power of influence that ICT has from very early ages, which generate problems like consumerism, addiction, cyber-bullying, and ignorance of the reality. This requires new teaching styles in line with the current social context.

Lifelong Learning in higher education using Learning Analytics

Abstract The conventional education system lacks the focus to create employable graduates. The existing industries in the Information Technology sector widely recruit based on a very specific set of skills and academic performances. To create better career opportunities, the colleges and universities should ensure that the graduates are qualified to accomplish the basic skills required by any organizations. This demands systematic approaches to be adopted with an innovative teaching style during the academic curriculum-based training in engineering colleges. The international accreditation organization ABET is a worldwide recognized educational board that provides streamlined guidelines for competency skills and to deliver a quality education for students. In this research work, an extensive study has been performed on the needs of the industry and it has been compared to the quality of the course being offered to the students. The curriculum is designed based on the industry experts’ feedback. To achieve the Student Outcome Criteria as per ABET accreditation, the practices of structured approach is adopted along with the vision of lifelong learning in this research work. The teaching-learning process of first year under-graduate programming course and its evaluation techniques is considered in this research work. The competency skills like problem solving skills, critical thinking, and creative thinking are analysed using learning analytics strategies for first year Python programming course. The performances of the students are broadly categorized based on the metrics like logical, conceptual, analytical and conceptual thinking, while simultaneously focusing on their time management skills and commitment to learn. Artificial Neural Network (ANN), Naive Bayesian algorithm and logistic regression models are used to identify and measure the competency skills of the learners achieved in this course and validating these metrics with the student learning outcome. Implementing Artificial Intelligence concepts will provide results that can aid in creating the most suitable teaching-learning environment resulting in the best outcome for disruptive engineering education. Learning Analytics will provide an understanding and optimization of learning and its environments thereby ensuring sustainable development. This analysis presents an opportunity to identify the gap between the academic curriculum and the industry’s expectations in terms of competency skills to be acquired by the learners. Additionally, it helps to improve the teaching-learning process according to the dynamic changes from the industries and builds the foundation for students to be lifelong learners.

Learning Analytics: Game-based Learning for Programming Course in Higher Education

Abstract The traditional classroom teaching is monotonous based teaching techniques and it lacks interaction and students lose the curiosity to understand the purpose of studying the course. The learners anticipate new teaching techniques, digital assignment, and challenging assessment patterns. In higher education, various new teaching-learning process is introduced to engage the learners with motivations and kindle the practice of self-learning thereby paying the way for acquisition of better competency skills and knowledge. With the various innovations in ICT for higher-education, game based learning is one of the innovative teaching-learning strategies which gained interest in various universities. The paradigm shift of ICT is tangled with various teaching methodologies in-order to match the 21st- century learners. The game based learning for programming course stimulates the curiosity to learn and understand the programming concepts in a better way. It also suits all the types of learners in the classroom especially the slow learners. The purpose of choosing gaming as a teaching aid, the learners are so much interested and addicted to any form of gaming. Using this as opportunity and interest in higher education, the programming courses will surely yield better performances and motivate the learners for lifelong learning skills. This ongoing project is focused on developing game-based learning for programming courses for first-year undergraduate students of our university. All the first-year students of various departments undergo a Python programming language course during the first semester. This programming course delivers conventional classroom teaching with chalk/talk or powerpoint presentation equipped with a practical session for all the students in the laboratory. It is also embedded with game-based learning for few sessions. The topics from programming courses are developed as gaming platforms with stages and characters. This aids the students to acquire knowledge about a topic while playing games and interact with the gaming console. The gaming technology encourages the students to enhance their cognitive skills with coding and debugging skills, thereby enhancing their competency skills. The gaming technology binds the learners with motivation to enrich the performances and achieve the course learning outcome for the Python programming course. This gaming environment includes various levels with time durations and the scores acquired based on the completion of stages. The gaming phase includes activities like complete the code, drag and drop, debugging and guess the output. The learner’s scores are evaluated using rubrics metrics which are defined by the course instructors based on the course objectives. The total scores acquired from all the stages are analyzed using learning analytics. The Artificial Neural network, regression techniques are used to measure the learner’s performances and it is compared with the traditional teaching assessment process. This comparative study helps the academic curriculum to understand the impact of game-based learning for the Python course and the determination of the students to undergo such innovative teaching style in the classroom.

Learning Analytics: Virtual Reality for Programming Course in Higher Education

Abstract The conventional teaching styles are monotonous and fail to help all the levels of the students to achieve the expected competencies of the course; thereby lack the motivation. With the advancement of educational technology and the urge to engage learners of the 21st century, it is necessary to shift the classroom paradigm of higher education embedded with the new innovative teaching styles. With the use of ICT for education, the teaching-learning processes are streamlined with smart classrooms equipped with collaborative activities and the course instructors take advantage of available free online ICT tools and cloud services for higher education. The courses like mathematics, programming language and algorithms are very challenging for the students of computer science engineering and even for the students of other departments. To provide better teaching strategies for addressing this challenge, the objective of this ongoing project is to adopt VR for teaching programming courses. The first-year undergraduate students from all the departments practice common Python course with the same teaching style and assessment pattern. This course teaching style includes traditional classroom teaching embedded with practice questions for each topic in the laboratory. To explore the new teaching style, a Virtual Reality mobile game is introduced to the learners of the first year. Few sessions experimented with the virtual reality mobile app for assessing the cognitive level of the students in the Python course. This virtual reality mobile app is designed with a maze game pattern of three stages. The learners need to find all the right doors to open the path inorder to reach the final place. Each door is embedded with challenging time-based Python questions that are arranged in the form of random activities like complete code, debugging, jumble code and drag & drop. All the activities are given scores based on the correct answers and wrong answers will reduce the timer for solving the questions. Each stage has variations with easy, medium and expert levels. The higher levels are entrenched with more challenging activities with higher-order thinking. The students are motivated to learn Python programming in the form of virtual reality mobile games. The final score determines the level of the learners and the cognitive skills acquired in this course. This type of teaching-learning style will also help the course instructors to identify the slow learners who score less marks in all the levels or many attempts. This technique uses MALAR rubrics for PCC model as an evaluation pattern in the course. The MALAR rubrics include identifying the problem solving, creative thinking and critical thinking skills of the learners. The limitations with the adoption of this strategy is to ensure the use of VR based console in the classroom or rent it for the students as these activities cannot be experienced without VR console. The cumulative scores of the students are analyzed using a reinforcement learning technique. The reward points are given to the learners based on the successful attempt of solving the Python questions and every unsuccessful attempt will add negative scores. The overall mark determines the award points of the learners. The cognitive levels of the learners are analyzed using the learning analytics like the clustering algorithm. This clustering algorithm is framed by using rubrics score and reinforcement rewards points. This analysis helps the faculty to understand the cognitive level of the learners, competency skills, emotions of the learners of adopting VR techniques and slow learners in the Python course.

Active learning methods used in nursing education

In recent years; expectations, personality traits and learning styles vary between generations as a result of the changes in traditional lifestyle and the development of technology. In particular the members of generation Z, who start to use internet from an early age, are recommended to be educated with rather innovative teaching styles different from traditional education materials. Therefore, the nursing education system needs to encompass innovative methods. A qualified nursing education will also enhance the quality of health care.

Students’ Perceptions of Technology-Enhanced Pedagogy in Their Statistics Learning

<p><em>Statistical literacy, reasoning, and thinking are highly valued in various industries. However, many college students struggle in their required statistic course(s). The use of technology has the potential to bring about positive changes in content, pedagogy, and course format of statistics instruction. This study explores undergraduate business students’ perceptions of the instructor’s technology integration efforts in their statistics learning. The research results reveal that students mostly regarded their learning experience as positive, engaging, informative, and effective. They attributed their learning gain to the instructor’s innovative teaching style, the availability of various learning resources on Moodle, and how the resources were presented.</em><em></em></p>

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Student engagement requires both a stimulating teaching style and provision of meaningfully learning activities involving student peer interactions. This study compares student engagement levels between two different styles and strategies for teaching first year anatomy: a stimulating (passionate) teaching style with active, self-directed experiential learning strategies versus a more traditional didactic teaching style and strategies. In 2008–2011, first-year JCU medicine and health science students undertaking anatomy were assessed using two cross-sectional comparative studies of all courses over consecutive years to investigate differences between the teaching approaches—a traditional didactic teaching style and strategies—and a stimulated, innovative teaching style with guided, self-directed strategies (n = 510; response rate = 79 %). A content analysis of an open-ended question, asking which aspect of the anatomy course had most benefit to learning, further illuminated findings. Students whom experienced a stimulating teaching style with active, self-directed experiential learning strategies rated engagement variables significantly higher (p < 0.05) than their counterparts experiencing a more traditional didactic teaching style and strategies, including overall enjoyment of anatomy; overall quality of anatomy learning experiences; general level of interest in anatomy teaching activities; importance of anatomy learning activities to later years of their course and future professional career; and overall level of interaction with both peers and teachers. Those experiencing the stimulating teaching style with active, experiential learning strategies also tended to prefer less structured learning and more self-directed learning. Stimulating teaching and active, experiential learning approaches in anatomy appears to produce students who are achieving desired learning outcomes, and who are also confident, pro-active, motivated, and self-directed learners.

Team-based learning: a novel approach to medical student education in family planning

BackgroundMedical schools are increasingly using team-based learning (TBL). We compared medical student satisfaction and understanding of key concepts in family planning following TBL and traditional lectures. Study DesignDuring the OB/GYN clinical rotation orientation, third year medical students completed a pretest in family planning. Students in the odd-numbered clerkships participated in TBL, and students in the even-numbered clerkships participated in lectures. Both groups of students completed a posttest and satisfaction survey. ResultsA total of 130 students participated in this study. Sixty-nine students were in the TBL group, and 61 students were in the lecture group. The TBL group reported higher scores when asked if the learning style was a valuable experience (p=.045), helped them learn the course material (p=.01) and improved problem-solving skills (p=.04). Both groups gained significant amount of knowledge (p<.001) as calculated by the Student's paired t test. The change in scores was not significantly different between the groups (p=.73), as calculated using the Student's unpaired t test. ConclusionAs a learning strategy for family planning, TBL resulted in high student satisfaction. This is the first study to evaluate this innovative teaching style for medical student education in family planning.

Blended Learning Model: Development and Implementation in a Computer Skills Course

South Africa’s higher education policies have opened up access to university for students from diverse backgrounds, with different learning styles, levels of motivation and levels of preparedness. This has necessitated a move from the lecture style of teaching to innovative teaching styles that engage the learners and equip them with skills to apply their knowledge to new situations and develop life-long learning skills. Blended learning, which is a combination of face-to-face and online teaching, is used to address some of the issues outlined above. Development of this model is based on Gilly Salmon’s five-stage model for online learning (Salmon 2002), as well as active and collaborative activities that engage the students in a face-to-face environment. As the development of the blended learning model is still ongoing, the model is then evaluated, with recommendations and challenges outlined.

Jules Germain Cloquet (1790–1883)–Drawing Master and Anatomist

Jules Germain Cloquet, the famed French anatomist, surgeon, and professor, may not be remembered as one of the pioneers of hernia surgery; however, his contributions have provided surgeons with detailed anatomical descriptions that have been useful in developing innovative surgical techniques. Cloquet has many eponyms associated with him, including: Cloquet's fascia, Cloquet's gland or lymph node of Cloquet, Cloquet's hernia, Cloquet's ligament, Cloquet's canal, and Cloquet's septum. A man blessed with artistic talents, Cloquet was the author of many theses, as well as anatomical volumes that were comparable to the works of other great anatomists of his time. His first thesis, entitled Recherches Anatomiques sur les Hernies de l'Abdomen, described the locations where inguinal and crural herniae are more likely to occur in terms of the cremaster muscle, the peritoneum, and the spermatic vessels. Wax sculpture training required extensive knowledge in the natural sciences, anatomy, physiology, and pathology, as were acquired by Jules Cloquet as a pupil of Achille-Cléophas Flaubert, the father of the famous French novelist Gustave Flaubert (author of Madame Bovary). Cloquet attracted many pupils with his innovative teaching style and implementation of anatomical preparations, drawings, and sketches on the black board with chalk. The legacy of this famed individual lives on today in the anatomical structures described by Cloquet.

Emerson, experience, and experiential learning

Reevaluation of relative merits of traditional and innovative teaching styles is now a permanent feature of higher education. Dispute and debate focused in past decade on classroom strategies, complex relations between teachers and students, and selection of instructional materials appropriate to a rapidly changing curriculum. All of these we might term internal issues since they bear on student's life within educational institutions. But no observer of higher education can ignore now what we might call a critical external issue, demand for recognition of experience-features of daily life outside classroom, laboratory, or library-as' a substitute for traditional credit-bearing activity. Experiential learning, term applied to educational activities undertaken outside college or university, is latest in a series of claims in favor of an expanded curriculum, one less dependent on traditional features of liberal education and more pertinent to interests and aims of new and nontraditional students. Indeed, important traditions remain at stake in debate over experiential learning, one likely ignored if discussion is not enhanced by attention to issues in a way which recognizes their permanence and complexity. Educators face a dilemma likely not resolvable by simple revision of degree requirements and by new forms of credentialing. Our definition of education does need to expand to account for substantial learning occurring in everyday life. At same time, those kinds of learning dependent on books, lectures, laboratory experiments, and classroom exchange need reaffirmation to preserve their unique role in higher education. But enthusiasm for educational change has created a new orthodoxy of experiential learning and has undervalued needlessly styles of thought and instruction critical to a full and fit education. Experiential learners and their administrative and faculty supporters require a rationale free of slogans of curriculum reform, one based instead on careful consideration of implications of changes they propose and interest in experience considered apart from its utility as an argument for credit. Ralph Waldo Emerson acknowledged dilemma when he wrote in his journal in 1839 that the reason for my deep respect for farmer is that he is a realist and not a dictionary. He recognized limits of an education which prepares mind for abstract thought at expense of interest in everyday activity. Emerson also wrote,