Interactive Teaching Style Research Articles

Dosen Otoritatif: Analisis Persepsi Mahasiswa STIE Balikpapan

This research aims to investigate student’s perceptions of authoritative teachers, commonly referred to as "killer" lecturers, in the context of the teaching and learning process, communication, and the lecturer’s assessment standards. The research employs a qualitative descriptive approach. The study was conducted at the STIE Balikpapan campus, with subjects being fifth-semester students from the Faculty of Business Economics. Data collection was carried out using semi-structured questionnaires containing open-ended questions to explore students views in depth. The results indicate that students perceive "killer" lecturers as strict, difficult to joke with, having high assessment standards, and engaging in minimal interaction. The study also highlights how effective collaborative and interactive teaching styles can create a conducive learning environment to achieve established educational goals

ASL champ!: a virtual reality game with deep-learning driven sign recognition

We developed an American Sign Language (ASL) learning platform in a Virtual Reality (VR) environment to facilitate immersive interaction and real-time feedback for ASL learners. We describe the first game to use an interactive teaching style in which users learn from a fluent signing avatar and the first implementation of ASL sign recognition using deep learning within the VR environment. Advanced motion-capture technology powers an expressive ASL teaching avatar within an immersive three-dimensional environment. The teacher demonstrates an ASL sign for an object, prompting the user to copy the sign. Upon the user’s signing, a third-party plugin executes the sign recognition process alongside a deep learning model. Depending on the accuracy of a user’s sign production, the avatar repeats the sign or introduces a new one. We gathered a 3D VR ASL dataset from fifteen diverse participants to power the sign recognition model. The proposed deep learning model’s training, validation, and test accuracy are 90.12%, 89.37%, and 86.66%, respectively. The functional prototype can teach sign language vocabulary and be successfully adapted as an interactive ASL learning platform in VR.

Student’s Speaking Anxiety and Motivation in EFL Learning Process at Vocational High Schools in North Bintan

The research aims at exploring the relationship between speaking anxiety and motivation among vocational high school students in EFL learning in Bintan Islands. In conducting this research, the method used is descriptive analysis. There are 60 samples taken from four vocational high schools with 15 samples from each school. Those are SMKN 1 Bintan Utara, SMKN 1 Seri Kuala Lobam, SMK Perkapalan, and SMK Muhammadiyah. The data collected were in the form of questionnaire and interview. The results of this research found that there are some factors that influence students’ EFL learning process such as anxiety about mispronouncing, making mistakes, and regarding teacher interruption for mistake correction, the lack of vocabulary, and the less attractive and interactive teaching style in the classroom. Those factors cause the low motivational issue in speaking English matters.

Analisis Gaya Mengajar Guru Matematika Terhadap Motivasi Belajar Siswa

This research aims to describe the teaching style of mathematics teachers in relation to the learning motivation of class XI students at SMA Negeri 1 Cigugur, Kuningan Regency. This research use desciptive qualitative approach. The subject of this research is the teaching style of mathematics teachers and student learning motivation. Data collection techniques include observation, interviews and questionnaire. Data analysis techniques using the Miles & Huberman model include data collection, data reduction, data presentation and drawing conclusions. Test data accuracy with a triangulation test consisting of data source triangulation, technical triangulation and time triangulation. The results of this research indicate that there is a relationship between teacher teaching style and student learning motivation. During the learning process, teachers use collaboration or a combination of teaching styles. Classical teaching style, technology teaching style, personal teaching style and interactive teaching style are used as teaching styles. Of the four teaching styles, teachers combine them in the learning process, where teachers try to adapt to students' needs during teaching and learning, so that the learning process runs smoothly and can generate motivation in students

Accounting Students in the Role of Equal-Status Team Teacher for the Purpose of Knowledge and Competency Development

This study investigates the impact of engaging accounting students in a team-teaching role on their knowledge and competency development in a higher education setting. The research quantifies the knowledge gains from this learning-by-team-teaching intervention and explores students’ experiences with this intervention through survey data. The findings suggest that engaging students in a team-teaching role, specifically a sequential equal-status team-teaching role incorporating interactive teaching styles, significantly enhances knowledge development, particularly among lower-performing students. Students reported a largely positive experience across all performance levels, attributing their growth to improved knowledge, teamwork, and communication skills provided by the intervention. The study recognizes the benefits derived from the team-based design of the intervention, such as enhanced social constructivist knowledge development. Overall, this study contributes to the existing body of knowledge on learning-by-teaching strategies. It emphasizes the potential of engaging students in a team-teaching role to enhance their academic performance and the development of key professional competencies.

Assessment of Styles of Teaching Building Structures in Architecture in Southwestern Nigerian Public Universities

There are several teaching styles in the literature that have been traditionally used in the teaching of Building structures to students of Architecture. Nevertheless, they have all been streamlined into two styles: didactic and interactive styles of teaching and upon these that the assessment of this study was based. This study assessed styles of teaching Building structure courses to Architecture students in Southwestern Nigerian public Universities, with a view to improving the performance of the students in these courses. Quantitative research approach was adopted and employed descriptive survey. The principal survey techniques used was questionnaire. Five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria were purposively sampled. A total of 702 questionnaires were administered to all the pre-final and final year students in the Department of Architecture of the sampled universities, while only 541 questionnaires were adequately completed and considered fit for analysis. Cross tabulation with chi-square was used to summarize the data. The study revealed that the teachers were using both didactic and interactive teaching styles. The conclusion here was that the teachers were not using interactive teaching styles fully in teaching the courses to students which led to poor performance of students in the courses. Therefore, the study recommended that strong priority should be given to the quality of teaching by using interactive teaching style only in the teaching of Building structures.

Factors Causing ESL Students' Demotivation to Learn English

Despite the importance of English language proficiency in Pakistan, many learners struggle to develop a positive attitude towards English language learning. Thereby, this qualitative research study aims to analyze the factors causing ESL (English as a Second Language) college students' demotivation to learn English. The researcher conducted semi-structured interviews with sixteen students from different colleges in Karachi. The study found that difficult course content, non- interactive teaching styles, using English as the medium of instruction, and teachers' attitudes were the major sources of demotivation among the participants. This study emphasizes the importance of motivation in English language learning among ESL students. These findings have implications for ESL teachers in designing effective interactive language instructions that can help students improve their motivation to learn English.

INTERACTIONAL TEACHING STYLE AS AN INTERDISCIPLINARY APPROACH TO STUDENT LEARNING CHARACTERISTICS

This study aims to determine the efforts of teachers to apply interactive teaching style as an interdisciplinary approach to identify student learning characteristics. This research includes phenomenological research with a qualitative approach. The research location was conducted at MTs. Raudhatun Nasihah, Alassumur Kulon Village, Kraksaan District, Probolinggo . Data collection techniques were carried out through a process of observation, in-depth interviews with 4 informants, and documentation. The data analysis technique uses the Miles and Huberman Interactive Model with data reduction activities, data presentation, and drawing conclusions. Data validity with source and technique triangulation process. The results of this study concluded that to identify student characteristics, the teacher made several efforts in the interactive learning process, namely by giving pleasant expressions and being a good listener to students. Of course, the identification of student character is reviewed from 3 main aspects, namely cognitive, affective, and psychomotor aspects of students. This research is a new breakthrough to be able to develop teaching styles of educators to get to know, explore, and develop interests and talents according to student characteristics.

Critical e-learning quality factors affecting student satisfaction in a Korean medical school.

PurposeThis research investigated the critical factors that affect the e-learning quality. The student satisfaction model with the five factors such as content, system, learner, instructor and interaction was proposed and empirically examined. It also investigated the relationship between the interaction and other constructs.MethodsThis study used a cross sectional survey design, and convenience sampling. To examine the critical factors and their relationship, a survey of 28 items was developed based on previous studies and sent out through a learning management system to all the students (n=250) enrolled in the pre-med 1 to the medicine 3 in one medical school in Korea. The medical school delivered all the courses online due to the coronavirus disease 2019 pandemic. The collected data (n=209, 83.6%) were analyzed through structural equation modeling by using IBM AMOS ver. 26.0 and IBM SPSS ver. 26.0 (IBM Corp., Armonk, USA).ResultsThe determinants of e-learning student satisfaction were system, learner, instructor, and interaction qualities, which together explained 72.6% of the variance of student satisfaction and the determinants of e-learning interaction quality were content and system qualities, which together explained 62.9% of the variance of interaction quality.ConclusionThe results of this study presented practical guidelines to improve e-learning quality in terms of student satisfaction in medical education contexts. The results indicated that more efforts should be directed toward improving interaction features such as interactive teaching styles, collaborative activities, providing instructors and learners with proper training for e-learning prior to e-learning and a quality of contents, and upgrading e-learning system for better performance and service.

Recommendations for Fostering Inclusivity in Medical Education.

To the Editor: Manca and colleagues 1 demonstrate the importance of critical consciousness in medical education for developing medical students into socially aware clinicians who can meet the needs of a continuously evolving and diverse National Health Service population. Currently, the national curriculum varies drastically in terms of the level of critical pedagogy and lacks inclusive teaching, as evidenced by recent political movements. This has been highlighted by the gain in traction of the petition for more Black, Asian, and minority ethnic (BAME) inclusive medical teaching, 2 with over 200,000 signatures as of this writing. We, as medical students, propose the following 2 suggestions to increase the focus on minority inclusion and representation within medical education. First, we propose a national questionnaire for medical students. The practical implementation of the aspects mentioned by Manca and colleagues requires further research to identify gaps in knowledge and develop methods of teaching. These deficits vary according to medical students’ locations, exposures to different cultures, and socioeconomic differences. Therefore, this questionnaire would pinpoint local deficits in knowledge, allowing a tailored program to be delivered that would be specific to each medical school to better train medical students to be critically conscious. Furthermore, more interactive teaching styles, such as role-play exercises, are needed to promote students’ introspection and recognition of privilege and prejudice, which could prompt a transformation in their attitudes. Second, we propose comprehensive inclusivity training for lecturers, paralleled by a drive to recruit and support more BAME educators. The distinct lack of cultural, social, and political awareness that may exist within educators themselves, as well as the small number of BAME educators, means that a systemic change is needed in medical education. Training of educators must be standardized to implement the changes that Manca and colleagues propose. This is required to equip lecturers with an understanding of patient populations and their health care needs in different geographical locations throughout the United Kingdom. Alongside such education should be a program to support and encourage BAME educators, who have first-hand insight and knowledge of BAME issues. Both the inclusivity training and encouragement of more BAME educators would foster the development and availability of BAME-centered content.

‘An online survey is less personal whereas I actually sat with the lecturer and it felt like you actually cared about what I am saying’: a pedagogy-oriented action research to improve student engagement in Criminology

ABSTRACT Student engagement plays a central role in teaching and learning, given its impact on students’ retention and ability to actively participate in the learning process. This study evaluates the impact of an Interactive Action-Oriented Learning (IAOL) and teaching style on improving students’ engagement in the Explaining Punishment module in a UK university by adopting McNiff’s model of action research. Furthermore, it aims to fill a gap in the existing literature regarding the paucity of research on improving student engagement within the Criminology and Criminal Justice discipline. Two focus group discussions, each comprising eight students, were conducted. Additional data were collated from module evaluation, end terms results, and peer-feedback. Based on the end-term results, it was found that the inclusion of the IAOL contents and teaching style improved student engagement and student performance. Hence, this study suggests a model that provides practical outcomes that inform best practices in teaching and learning.

INTERACTIVE COMPETENCE OF FUTURE TEACHERS OF PHYSICAL TRAINING: PEDAGOGICAL CONDITIONS OF ITS DEVELOPMENT

The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.

Implementing the Trauma Evaluation and Management (TEAM) Course in Kenya

BackgroundTrauma training provides crucial knowledge and skills for health-care providers in low- and middle-income countries (LMICs). Although such training has been adapted for physicians and emergency personnel in LMICs, few courses have been offered for medical students. The Trauma Evaluation and Management (TEAM) course, developed by the American College of Surgeons, provides a valuable framework for providing this content to medical students in an LMIC-context. Materials and methodsWe implemented the TEAM course at a single medical school in rural Kenya, for final-year medical students, utilizing the multimodal instruction and reference materials provided by the American College of Surgeons. We administered precourse and postcourse assessments, adapted the content for particular low-resource considerations, expanded the course to 2 d, and utilized a multidisciplinary and multinational group of surgical expert instructors. ResultsThe entire final-year medical school class participated, and all completed pretesting and posttesting (100%, n = 61). Posttesting revealed significant improvement (P < 0.001), demonstrating successful knowledge acquisition, with the greatest improvements among the poorest performing decile on the pretest (P < 0.05). On narrative course feedback (100% completion, n = 61), participants appreciated instructors' interactive teaching style and the course's practical demonstrations, while requesting more time allotment for trauma training. ConclusionsWe describe the feasibility of implementing TEAM training for final-year medical students in Kenya and demonstrate the course's effectiveness in this context as shown by knowledge acquisition. We plan for additional study to assess interval knowledge and skill retention. With refinement based on these results, we plan to repeat and expand trauma-education initiatives for medical students in LMICs.

Perceiving Native English Speaking Teachers: EFL University Studentss Perspectives

To allude to the ‘native speaker’ concept and investigate the native speaker effects, this research looks into the perceptions of 25 Thai EFL university students towards native English speaking teachers. How native English speaking teachers influence the participants’ learning behaviours and motivation to learn English are also perceptually reported. Two research instruments, the survey questionnaire and the semi-structured interview, are employed for this study. The findings indicate overall positive perceptions towards native English speaking teachers, pointing that their classes are mostly fun, interactive and motivating. The flexible and interactive teaching methods and styles used by native English speaking teachers are found to be most favoured, followed by their approachable personality traits and the students’ vast opportunity to practice oral and written English. Most participants, if given an option to choose a teacher, have a salient preference to study with native English speaking teachers in which case neither teachers’ age nor gender matters. There seems to be a strong relationship between studying with native English speaking teachers and the participants’ learning behaviours and motivation to learn English.

INTERNATIONAL GRADUATES: PAKISTANI FULBRIGHT ALUMNI ON THEIR RETURN TO PAKISTAN

The study contributes to the under-explored topic of international alumni and their professional activities back in the home countries, and especially the impact such activities may have on the alumni’s communities. The study is based on interviews with six Pakistani Fulbright alumni, three males and three females, who had graduated from art and design institutes in the U.S. in the last seven years; the alumni discuss the influence of their U.S.A. experience on their teaching and involvement in the community. The interviews sought the answers to the following two questions: 1. What was the impact of the Fulbright program on the alumni’s teaching? and 2. What were the alumni’s perceptions, informed by their Fulbright period, of the cross-national humanistic influence of art on human relations? The questions were informed by the recently acknowledged fact that art practice is an effective means of reaching out across groups of society. Educators’ experience confirms that art helps students to interact with peers of different social backgrounds; practicing art allows students to communicate more deeply and has a harmonizing effect for all the participants. It was hypothesized that Fulbright experience may trigger off changes in the alumni’s pedagogy towards a more student-oriented approach; it was also hypothesized that Fulbright alumni may see more clearly the link between student-oriented teaching and humanistic relations in society, especially between the less privileged and more privileged groups of population. The results of the study included the following. All six interviewees pointed out that the Fulbright program had a positive impact on their teaching and academic experiences. Specifically, it enabled them to move from lecturing to more interactive student-centered teaching styles. Examples included taking students out of the classroom into real-life settings, giving more value to a “relational, interactive and collaborative space” rather than just a “speculative one,” and practicing inclusive pedagogy (teaching autistic and deaf students). Likewise, all six interviewees indicated that there is a link between their innovative pedagogy and broader humanistic projects which they have launched since their return to Pakistan. The study concluded that when interacting with domestic students, the Fulbright graduates were transferring the skills they received abroad, thus becoming informal ambassadors of new ideas and practices. In this respect, Fulbright graduates have potential to influence Pakistan’s academic and cultural development; therefore, it is important to establish closer contacts with them, as well as maintain these links for extended time.

Perceiving Native English Speaking Teachers: EFL University Students’ Perspectives

To allude to the ‘native speaker’ concept and investigate the native speaker effects, this research looks into the perceptions of 25 Thai EFL university students towards native English speaking teachers. How native English speaking teachers influence the participants’ learning behaviours and motivation to learn English are also perceptually reported. Two research instruments, the survey questionnaire and the semi-structured interview, are employed for this study. The findings indicate overall positive perceptions towards native English speaking teachers, pointing that their classes are mostly fun, interactive and motivating. The flexible and interactive teaching methods and styles used by native English speaking teachers are found to be most favoured, followed by their approachable personality traits and the students’ vast opportunity to practice oral and written English. Most participants, if given an option to choose a teacher, have a salient preference to study with native English speaking teachers in which case neither teachers’ age nor gender matters. There seems to be a strong relationship between studying with native English speaking teachers and the participants’ learning behaviours and motivation to learn English.

How does attending PowerPoint free peer to peer teaching impact student experiences at medical school?

This article was migrated. The article was marked as recommended. BackgroundStudent-Seminars is a small group teaching project where second year medical students teach first year students, using whiteboard drawings and interactive activities to facilitate understanding of concepts in a non-threatening setting.MethodsConvenience sampling was used to recruit participants who had attended Student-Seminars. Three focus groups were held with six participants each to discuss academic and non-academic topics. Data reached saturation and themes were identified with an inductive approach using NVivo software.ResultsThe slow pace and interactive teaching style aided understanding of concepts. Whiteboard teaching was preferred over PowerPoint as it was engaging and presented information in an easy to understand way. Students reported improved wellbeing due to the pastoral support of second years and increased confidence and motivation.DiscussionPowerPoint is a mainstay of teaching in medical education. However, the success of Student-Seminars results from the innovative teaching methods and friendly learning environment created. This not only enabled greater depth of understanding but also positively impacted students' wellbeing.ConclusionStudent-Seminars are an easily implemented, peer learning strategy that aids understanding of complex topics. The preference for whiteboard teaching over PowerPoint could be considered generally in medical education to improve dissemination of knowledge in small group settings.

The NOMA track module on nutrition, human rights and governance: Part 1. Perceptions held by Master's students

Background. A module on nutrition, human rights and governance was developed and presented jointly by academic institutions in Norway, South Africa and Uganda, under the NOrway MAsters (NOMA) programme, for their respective Master’s degree programmes in nutrition. Consisting of three study units, it was presented consecutively in the three countries, with each study unit building on the previous one. Objectives. To document the perceptions of participating students on various aspects of the module, informing future curriculum endeavours. Methods. A mixed methods approach was followed. A module evaluation form completed by students for each study unit was analysed. In-depth telephonic interviews were voice recorded and transcribed. Through an inductive process, emerging themes were used to compile a code list and content analysis of the unstructured data. Results. An overall positive module evaluation by 20 participants (91% response rate) can be ascribed to the module content, enlightening study visits, expertise of lecturers and an interactive teaching style. Logistical issues regarding time management and administrative differences among the academic institutions caused some concerns. Students experienced some resistance against qualitative research in natural science faculties. Students benefited from being exposed to different teaching styles and education systems at universities in different countries. Constructive alignment of teaching and learning activities could be optimised through involvement and empowerment of all relevant lecturers. Conclusion. Successful implementation of the module not only provides nutrition Master’s students with knowledge to operationalise a human rights-based approach during future interactions in their professional practice, but also serves as an example of the benefits and challenges of interdisciplinary and transnational collaboration in module development.

The Effect of Interactive Teaching Style Based on Self-Efficacy among Female ?Students of Isfahan High School in Mathematics

The aim of the present study was analyzing the effects of interactive learning style on the selfefficiency of the students of Isfahan city girls' high school in mathematics 1 year 2013-2014. Accordingly, regarding the aim, the study was applied and the method of the study was quasiexperimental. The population of the study was all of the students of the high schools in Isfahan who were studying in the year 2013. Data collection instrument was the standard self-efficiency questionnaire of Scherer et al. which includes thirty items and five factors of self-efficiency including insight, concentrating on the purpose, mediating on the purpose, problem-solving, and self-evaluation. In order to determine the face and content validity of the questionnaire, the Delphi method was used. Using Cronbach’s alpha coefficient, the reliability of the instrument was measured as %82 that indicated that the measurement instrument had a suitable reliability. After collecting the data, they were analyzed through covariant, Levin’s test and SPSS software. The results indicated that in the posttest stage, there is difference between the experimental group and control group at the level of alpha p< 0.01. This shows that interactive style has positive effects on the concentrating on the purpose, mediating on the purpose, problem-solving skill, and the amount of self-evaluation factors but no effect was

Revisiting the Relationship between Teacher Confirmation and Learning Outcomes: Examining Cultural Differences in Turkish, Chinese, and American Classrooms

This study investigates the relationship between teacher confirmation behaviors (i.e., responding to questions, demonstrating interest, interactive teaching style) and student learning outcomes (i.e., affective learning, student motivation) across three cultures: Turkey, China, and the United States. Results indicates the confirmation-learning relationship was significantly stronger in the United States and China than it was in Turkey. The findings from this study suggest that teacher confirmation is an effective teaching behavior that transcends cultures, yet the magnitude of its importance on student learning appears more relevant in America, and to a lesser extent in China, than it is in Turkey.