Innovative Teaching Techniques Research Articles

The Role of Blended Learning Technologies in Enhancing Student Engagement in Theory Dominant Subjects

The application of blended learning in education has seen a steady rise over the years, especially among undergraduate and postgraduate students. Consequently, educators are in a position where they are inclined to select the most appropriate approaches in teaching and learning in order to improve learning among students and to fulfil profession requirements. This paper aims to investigate the role of blended learning technologies in enhancing student engagement in theory dominant subjects. The data attained from respondents were analysed qualitatively. A class of 38 students were observed and trained using blended learning technologies. The results revealed that innovative teaching strategies, gamification, simplified teaching, sense of belonging and equal opportunity does have a significant impact in enhancing student engagement in theory dominant subjects. The results of this study will be valuable and useful in the development of various innovative teaching techniques which are able to attract students throughout the learning process, especially in theory dominant subjects.

Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted lecturers’ poor teaching methods. This study therefore, adopted Whole Brain® model by Herrmann (1996) to enhance the quality of teaching practice. The model is comprehensive in facilitating innovative teaching techniques and enhancing learning. It encourages lecturers to be aware of their thinking style preferences in order to design learning opportunities that factor in learners’ diverse learning differences (De Boer, Du Toit, Scheepers and Bothm, 2011). Herrmann Brain Dominance Instrument® (HBDI®) (a survey questionnaire) was used to collect quantitative data while face to face interviews gathered qualitative information. HBDI® data was computed into participants’ thinking preference profiles. Deductive thematic approach was used for qualitative data analysis and results showed diversity in thinking styles among the participants. The majority confirmed their understanding of the model and its diagnosis of thinking preferences. The HBDI® proved to be a valid, reliable measure of human mental preferences. The research recommends the participants to fruitfully use the HBDI® in their teaching endeavors. Seminars on learning style flexibility are recommended as part of professional development. Finally, institutions of higher learning can subscribe to the Whole Brain® Group and have their workers and students complete the HBDI® so that they become aware of their preferences for teaching-learning benefits.

Fuzzy Multicriteria Models for Decision Making in Gamification

Gamification is an innovative teaching technique that may prove hugely beneficial when properly used. For this reason, since 2002, the number of situations in which gamification is used has increased exponentially. This large number of options makes it difficult to choose the best application, especially in circumstances where there is the usual uncertainty that real-life decision making involves. To address this problem, this study creates two models, one using a fuzzy analytic hierarchy process (AHP), and the other, which combines fuzzy AHP with the measuring attractiveness by a categorical-based evaluation technique (MACBETH) approach, to choose the best gamification application for the ‘Operations Management’ course, within the Masters in Industrial Engineering. This is the first contribution in the literature combining fuzzy AHP and MACBETH. The decision centre used was the lecturer who teaches the course. There is no precedent in the literature using fuzzy logic to choose the best gamification application for a course. The results of the study show that Socrative is the best gamification application for this course within the Masters, and, as the models begin to be used in degree courses, the better choice would be Quizizz, the more clearly the earlier the course is taught within the degree programme.

INTERACTIVE TEACHING METHODS IN TEACHING INTERNAL MEDICINE TO DENTAL STUDENTS

The article reflects the relevance of using interactive teaching methods based on the involvement of all participants of the educational process, who are being impelled to pass through the specific training materials within the relevant discipline and each topic in particular. The article also highlights the distinct features of innovative teaching techniques, their types and characteristics. There have been analyzed small group methods, brainstorming, discussion, case method, business game, and debriefing techniques. A variety of teaching methods, the requirements for their selection make instructors and lecturers of a higher medical school to opt teaching methods thoroughly for each topic in order to enhance their own methodology of teaching subjects than in general should considerably contribute to professional task solving of diagnosis, treatment and prevention of diseases. The paper presents the implementation of some methods into interactive professional training at the Department of Internal Medicine of the Prof. M.M. Berezhnitsky Dentistry Faculty, Ivano-Frankivsk National Medical University. The 3rd year dental students are often involved into training activities through the methods of small group working and "brainstorming" that allows to deeper understanding and better mastering of theoretical knowledge. In order to improve subject comprehension, the 4th year students are involved into topic-related discussions and problem-solving tasks. The case method in its different designs and business games are used to consider and analyze an each individual clinical case in the discipline course. The debriefing technique seems to be effective to improve practical skills required by a typical discipline curriculum. The implementation of interactive training techniques is a prerequisite for ensuring the effectiveness of the teaching and learning the discipline "Internal Medicine". Such training tactics provide fostering of students' professional thinking, promote their professional and personal growth, stimulate learning and cognitive activity, master the skills of comprehensive analysis of situations and prompt decision making.

The design of team formation system - a coordination with the perspectives of Delone and Mclean IS success model

Instructors must constantly think of more innovative teaching and learning techniques to ensure that the graduates they produce are in line with the changing needs of the industry. One such technique is project- based learning; the learning technique in which students are divided into smaller teams. From previous researches, team formation using personality traits was seen as more appropriate to form an ideal and balanced team. To do so, students must answer questions that will be analysed and based on the analysis, their personality traits are identified and incorporated into teams of various deal personality traits. Problem occurs as this process is seen as a daunting task for the instructors.

PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

Soft skills, their development and mastering among post graduate students

The article deals with the issues of the content, assessment of the current state and the main tendencies in the development of the so-called “soft skills”. At present soft skills are essential to have good job opportunities and university curriculum should be focused on developing and mastering them. The article analyses the results of the research of the soft skills development among post graduate students majoring in Professional Education of Alfred Nobel University, Dnipro. These data prove that postgraduate students realize the importance of mastering soft skills to make a successful career. Moreover, innovative teaching methods and techniques aimed at mastering soft skills are to be introduced into the educational process.

Innovative undergraduate education strategy

The article examines various methods of enhancing the undergraduate learning process efficiency through the use of the unique lesson structure based on implementing the innovative teaching techniques such as hackathon and networking allowing students to develop valuable soft skills. The main recommendations for the arrangement of these methods are described. The new types of research sessions such as excursion lessons which include a group laboratory work or research projects are studied in order to improve students’ hard skills. The distinctive features of practical discussion classes are considered as well.

An innovative approach to educating primary health care teams about medical emergencies

ABSTRACTManagement of emergencies is an integral part of primary care. However, the wide range of symptoms and the rarity of the situations make it difficult for primary care workers to be continually updated and competent in providing life support. In Ljubljana Community Health Centre, we use innovative approaches and modern teaching techniques to educate primary health care teams on how to manage medical emergencies.The three-level educational approach described here enables comprehensive education in managing and recognising dangerous medical situations. It also provides a safe way of learning how to manage difficult, uncommon and serious clinical situations.This comprehensive educational approach is oriented towards continuous improvement in quality and the safety of patients at the primary health care level.

Exploring Innovative Teaching Techniques in Higher Institutions in Cameroon – A Case Study of the Catholic University Institute of Buea, The Growth Entrepreneurial Mindset University

Exploring Innovative Teaching Techniques in Higher Institutions in Cameroon – A Case Study of the Catholic University Institute of Buea, The Growth Entrepreneurial Mindset University

Performance of innovative teaching strategies on students

The purpose of this experiment was to investigate the effects of innovative teaching strategies on the performance of students of grade 1. The experiment was done on the teaching of Management subject to the students of grade 1. A sample of 50 students (boys and girls) was selected randomly out of the population of 100 students in grade 1 from an MBA College of Baroda City. Two groups of 25 students each were made. Pre-test of General Management was given to both the groups and the results were recorded. One group was taken as a control group which was taught Management by the teacher who used conventional method of teaching while the other i.e. the experimental group was taught by the teacher who used innovative teaching techniques. After one month’s time of teaching, a post-test was conducted

Participatory tutorial as teaching technique for medical students

Introduction: Participatory tutorial is a technique in which student-led seminars are held. In such small group teaching method understanding and critical thinking of the subject is more than didactic lectures. Objective: To introduce innovative teaching technique & assess satisfaction of students. Results: Total 150 students participated in the seminar. Out of students participated, 91% were satisfied with this teaching technique. 89% students agreed that it assisted their learning and 88% students agreed that it stimulated their thinking process. Conclusion: Participatory tutorial is one of the form of interactive teaching method. Implementation of such method would be beneficial for students and would help them to understand the subject more interestingly. Keywords: Participatory tutorial, Innovative teaching technique, Student led seminars, Interactive learning.

Using Reading Journals in Calculus and Beyond

This article includes a case study describing our innovative teaching technique of assigning reading journals in a first semester calculus course (Calculus I), as well as an exposition about and recommendations arising from our subsequent experiences implementing similar methods in Junior and Senior mathematics courses. In the primary case study involving Calculus I, students were initially given instructions about how to read the textbook, and then throughout the term, completed journal assignments by taking reading notes, responding to a prompt question, and reflecting upon any confusing portions of the reading. We will describe how practitioners could apply our methods to their classrooms both at the early calculus level and beyond, and why we anecdotally believe some form of the journaling practice was more effective in courses beyond the first semester calculus.

STUDENT ENGAGEMENT: MORE THAN BELLS AND WHISTLES

Student engagement is the time, effort and energy that students spend on all educational activities that enhance their learning ability. The improvement of student engagement is the principal aim of the Learning in Law project embarked upon by the Department of Mercantile Law at the University of the Free State (UFS), South Africa. One of the aims of the project, which is run in collaboration with the university’s Centre for Teaching and Learning, is to help lecturers develop innovative teaching methods and techniques to ensure in-class student engagement. As modern-day students are used to fast access to information, entertainment and social activity via their mobile devices, new teaching methods to catch and hold their attention and promote participation are needed. This contribution not only makes the case for new ways of teaching law in a changing higher education environment, but also suggests specific steps and techniques to be considered, drawing from the experience of the UFS’s Department of Mercantile Law.

Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students

It has been acknowledged that the mobile learning concept has extended numerous opportunities for teachers as well as students, as it makes way for an active learning atmosphere anywhere and anytime. Mobile learning technology can be resourcefully improvised by extending the cloud technology into it. This study is an attempt to analyze the impact of mobile cloud computing on learning competencies of engineering students. The main intention is to experiment whether mobile learning using cloud technology has an impact on student’s performance by investigating the influence of this innovative teaching technique on course outcomes. The results illustrated that use of cloud based mobile learning in studying an engineering subject is rewarding and does has an encouraging impact on learning competencies of students. The results distinctively indicate that cloud based mobile learning can be effectively used for learning engineering subjects that results in superior attainment of course outcomes.

Glow Powder: See the Germs? An Innovative Teaching Technique in a Student Sonography Laboratory

The purpose of this study was to compare the disinfection rate of a laboratory environment before and after glow powder exposure and training of sonography students (n = 23) and establish if glow powder was an effective teaching technique for infection protection and control (IPC). Fourteen locations at four scanning stations were contaminated with glow powder, visible under ultraviolet light. Students were shown contaminated areas and debriefed on the importance of disinfection. This activity was repeated to ascertain effectiveness of the training. In total, 204 areas were examined for contamination. Observation 1 revealed 21 locations (30.8%), and observation 2 detected glow powder on 12 locations (17.6%). Overall decrease in contamination rate was 13%. The gel bottle was the most frequently contaminated. The curved 3.5-MHz transducer was consistently cleaned. Disinfectant spray, time gain compensation, bed, stool, screen, and handles of the machine remained contaminated. Students’ IPC increased significantly after glow powder training, and secondary spread was reduced by 16%.

The new paradigm shift in microbiology and immunology education in Azerbaijan Medical University Baku Azerbaijan

Abstract Medical Schools in USA and the rest of western world are launching their first major redesign of its early curriculum since the 1980s, integrating multiple disciplines into single courses and introducing earlier clinical immersion and flipped classrooms. It will require medical students to learn more actively, rather than cram and memorize material, and that it seeks to reflect how medicine has changed over the last four decades. Medical curricular change is part of a broader shift in medical education from asking students to memorize material to emphasizing its application. The new paradigm is driven by new innovations in medicine as well as new needs in medicine. Azerbaijan is a central Asian country at the cross roads of Western and Eastern cultures. As a former member of the Soviet Union, Azerbaijan science and education developed in last century on the basis of German-Russian model. However, in recent years, scientific, medical, and education fields are also drawing on American, British, French and Turkish models in developing new research/education standards. In this study we used innovative teaching techniques and modern web-based tools to advance student’s learning and comprehension. These parameters were evaluated in proposing a new paradigm shift in medical curriculum design at Azerbaijan Medical University via discussions, dialogues and planning, envision and strategize future efforts to slowly mold towards short-term and long-term goals. A pilot online course in Medical Microbiology and Immunology was tested for students registered in medicine, dental, pharmacy and public health faculties. Data from student and faculty surveys showed a marked acceptance of the need for a curricular redesign and welcoming paradigm shift.

Role Play as an Innovative Teaching Technique: Attitude of Agri Students

The objective of this study is to assess student’s attitude towards role-playing in agricultural sciences. For the purpose, an initiative was taken to develop an attitude scale using Likert’s summated rating method. Twenty one (21) statements were selected by consulting the specialists and by reviewing literature and were given to the non-sample students of B.Sc. Agriculture who were exposed to the role-playing technique. Using Likert’s Summation formula, the t- value of each statement was analyzed. From the t- value, 8 statements were retained for the final scale. The reliability and validity of the scale indicate its precision and consistency of the results. This scale is the first of its kind and can be used in future to measure the attitude of the students of various disciplines towards role-playing with suitable modifications.

Setup and Execution Of the Blindfolded Code Training Exercise.

Miscommunication is the most common cause of preventable patient harm in medicine. Currently, there is limited knowledge of innovative techniques to improve resident physician communication and leadership strategies in high-acuity situations. The blindfolded code training exercise removes visual stimuli from the team leader, forcing the team leader to effectively utilize closed-loop communication. The simple act of blindfolding the team leader creates a learning environment where the leader must utilize a conceptual framework and critical thinking strategies to organize the team and manage the resuscitation. An advantage to this teaching technique is that it does not require any special simulation equipment, making it a low-cost approach. The blindfolded code training exercise can be applied to the management of any critically ill patient where the primary objective is to focus on developing communication skills in acute resuscitations. The purpose of the description of the blindfolded code training exercise is to provide guidance on how to perform this innovative teaching technique to force effective closed-loop communication.

Влияние инновационных педагогических технологий на формирование учебной мотивации студентов неязыковых специальностей к изучению иностранного языка

Влияние инновационных педагогических технологий на формирование учебной мотивации студентов неязыковых специальностей к изучению иностранного языка