New Ways Of Teaching Research Articles

“A New Way of Teaching and a New Way of Reaching Students”: Building Critical Awareness About Technology Through a Practitioner Inquiry Community

The growing presence of technology in Adult Foundational Education (AFE) represents affordances as well as challenges for marginalized student populations. Utilizing technologies in ways that foster and support AFE students’ agency requires opportunities for practitioners to reflect on problems of practice in their classrooms and make connections to broader structural issues in the field. This qualitative study explored the experiences of AFE practitioners from a large Northeast U.S. city during an 18-month professional development initiative focused on technology integration. Findings explore the practitioners’ range of social practices during the project, including adaptiveness and vulnerability, re-framing students’ digital literacies, and questioning normative assumptions about technology platforms. Understanding how these social practices emerged over time can spark efforts in AFE and other adult education contexts to engage in critically oriented explorations of students’ engagements with technology, ultimately supporting more asset-based approaches to using digital platforms.

Incidentes críticos envolvendo graduandos de Enfermagem durante a Pandemia de COVID-19

Introduction: The academic environment is considered stressful for students. Knowing the changes in teaching-learning activities and their impacts has become essential to redirect new ways of interacting and facing such adverse situations. Thus, one of the ways to evaluate a situation experienced is by drawing parallels between the behaviors and feelings generated, through the critical incident technique (TIC). Objective: To identify critical incidents (situation, behaviors and feelings) related to academic activities during the COVID-19 pandemic. Method: Descriptive study based on the critical incident technique. The students were recruited via e-mail to inform the characterization items; they were asked to remember an academic situation and report it, listing the behaviors experienced and the feelings that originated. Results: Among the 24 situations, most portrayed the accumulation of tasks, difficulty in dealing with a new way of teaching, difficulties in adapting teachers and students to the strategies used regarding the overlapping of academic and domestic activities. Regarding the behaviors, lack of dialogue, difficulties in adapting activities and acts of understanding were mentioned. As for feelings, the positive ones were gratitude, understanding, feeling of support, learning, happiness; as for the negative ones, anxiety, sadness, anguish and physical fatigue stand out. Conclusion: This study identified critical incidents of nursing students during the pandemic. The data indicate that students experienced great stress during the period, but the impacts on professional training require further studies. Descriptors: Nursing; Teaching; Behavior; Pandemics; Adaptation, Psychological

The process(es) of learning about teaching using models-based practice: Pre-service teachers’ experiences

This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006 ), this research was driven by the question: “What are PSTs’ experiences of learning about teaching using MbP in one comprehensive PETE course?” The context was a 15-credit PETE course taught collaboratively by four teacher educators to two cohorts of first-year undergraduate PSTs (25 PSTs in each cohort). Data were generated through a total of 24 focus group interviews with eight PST groups before, during, and upon completion of the course. A hybrid approach of inductive and deductive theme development enabled us to produce knowledge of how PSTs’ learning evolved through four phases: (a) (traditional) assumptions about physical education and teacher education, (b) learning about and through a new way of teaching and learning physical education, (c) challenging and being challenged by the traditional “gym” culture in schools, and (d) understanding what it means to be and become a (physical education) teacher. This research offers support to claims about the challenges in creating coherence at different levels in PSTs’ learning experiences in a Norwegian PETE program. At the same time, we show that MbP can provide PSTs with a coherent learning experience, potentially resulting in changes to how PSTs think about teaching physical education.

Preparing the Next Generation of Integrative Organismal Biologists.

Pursuing cutting edge questions in organismal biology in the future will require novel approaches for training the next generation of organismal biologists, including knowledge and use of systems-type modeling combined with integrative organismal biology. We link agendas recommending changes in science education and practice across three levels: Broadening the concept of organismal biology to promote modeling organisms as systems interacting with higher and lower organizational levels; enhancing undergraduate science education to improve applications of quantitative reasoning and modeling in the scientific process; and K-12 curricula based on Next Generation Science Standards emphasizing development and use of models in the context of explanatory science, solution design, and evaluating and communicating information. Out of each of these initiatives emerges an emphasis on routine use of models as tools for hypothesis testing and prediction. The question remains, however, what is the best approach for training the next generation of organismal biology students to facilitate their understanding and use of models? We address this question by proposing new ways of teaching and learning, including the development of interactive web-based modeling modules that lower barriers for scientists approaching this new way of imagining and conducting integrative organismal biology.

Evaluating The Challenges That Nursing Students Faced With E- Learning During Covid-19 Pandemic

Introduction: Higher education institutions have been extremely affected by the Covid-19 pandemic. E-learning was the option used during lockdown in Albania and all around the world. Students were obligated to interrupt face to face education and clinical practice. This situation put the academic institutions in difficulty because both lecturers, students and other members of university institutions have to face a new way of teaching and learning. The aim of this study is to evaluate the challenges that nursing students faced during online learning because of lockdown and offer solution to improve this way of teaching and learning. Methods: This is a cross-sectional study. The study was conducted at Faculty of Technical Medical Science, Tirana. Subjects: the population study were students of the third and fourth year of bachelor degree, master of science and professional master. They took part by voluntary way. Participants completed a self -administrated questionnaires. In this questionnaire there were questions related the efficiency of e-learning and problems related with it. Results: The highest percentage of students presented problems with the Internet during the study period; 40.1% of them did not agree to online learning; high percentage of results related to the inappropriateness of the online semester methodology; 46% of the interviewers do not believe in the continuation of online learning. Regarding the health problems, the students presented the highest percentage of headaches and stress. A significant association between gender, study field and stress level with p=0.000, p=0.002. The results are reported using descriptive statistics with counts and absolute percentages. A chi-square test was used to establish associations between variables. A p value < 0.05 was considered significant. Statistical analysis was performed using the SPSS 20.0 statistical package. Conclusions: Students showed no preference for distance learning versus face to face. Teachers should take appropriate steps to enhance e-teaching to improve it.

A Módszertani kézikönyv a kreatív tanuláshoz című szakkönyv könyvismertetője

Aim: The book titled Módszertani kézikönyv a kreatív tanuláshoz produced by the teachers and staff of the Ludovika University of Public Service within the framework of the Creative Learning Programme, is a comprehensive guide to the paradigm shift in the teaching methodology of higher education. As a practical handbook, it offers inspiring and practical methods and immediately applicable solutions for creative learning/teaching. Methodology: The work draws on important research in the field, with an emphasis on drawing ideas and suggestions from it for everyday teaching. The chapters of the handbook are structured in the same way. After a brief introduction, the expected learning outcomes are described, followed by the main research findings related to the content of the chapter. Finally, it describes practices that can be used in everyday teaching and that can be applied irrespective of the discipline. Findings: The handbook presents the different areas of higher education pedagogy in a clear and understandable way. It provides many exercises, methodologies and different ways of organising learning to help with day-to-day work in higher education. Value: By the end of the book, the reader will have a near-complete picture of how creative learning/teaching is implemented in higher education. The handbook prepares readers for a new way of teaching, confidently using student-centred, experiential, innovative learning techniques.

An Upside-Down Approach to Social Innovation at Institutions of Higher Education

Experts commonly assert that social innovation is best taught outside of higher education, given that higher education institutions are prone to rigidity traps. Opposing research suggests that social innovation can flourish within institutions of higher education when they embrace new ways of teaching and learning. Using a student-initiated and led Social Innovation Organization (SIO) at a university in South Asia as a case study, this article considers how social innovation education might emerge from and take root within institutions of higher education and what the consequences are for social relations, power structures, and institutional practices.

“Is Inclusive Education Inclusive Enough?”: Portraying Student with Disabilities’ Experiences on Immersive Learning

Inclusive education holds the important role on developing students’ understanding and character on inclusivity during teaching students with disabilities. Thus, an appropriate teaching method should be assigned on this course. Immersive learning has previously been studied in improving the learning gain for many students, however its application in inclusive education course has rarely been done. This study portrayed the students with disabilities experience on studying inclusive education course with immersive learning. Their experiences were explored on two main aspects including the reception towards immersive learning, and the inclusivity of the immersive learning. Data were collected through test and close-ended questionnaire from nearly thirty students after the intervention. Responses from test were analyzed statistically with Wilcoxon test, while data from questionnaire were analyzed using the statistic descriptive. Results report that students perform a positive outcome after the intervention session with many feel that the lesson is more inclusive. Statistic also shows the difference on students score before and after the lesion. This happened either for students with disability or students without disability. This study may provide a new way of teaching for students with disability, yet further studies are still needed.

ITC in the School of Nursing at the Valle University: A transformative experience

Introduction: In order to spread the experience of the School of Nursing in the use of innovative strategies, which facilitate the formation of the students in higher education, with difficult access to the education classroom for fulfilling diverse roles in society; this article presents this systematized strategy, doing a tour from the years 60 up to the use of ITC at present.Methods. Historical documents were collected from the School of Nursing, research papers, systematization and evaluation of students and teachers related to the topic.Results. The methodologies used according to the state of technology as well as gains and areas for improvement both teachers and students with effective use of ITC.Conclusions. One of the main factors for the successful implementation of ITC in higher education is the favorable perception of teachers in front of them, because even though some teachers do not consider it necessary to introduce new ways of teaching and learning, many others are willing and committed to innovate and propose new pedagogical challenges using the resources provided by these technologies. The results of this experience show that the technological and pedagogical innovation is key to expanding coverage, undergraduate and postgraduate nursing as well as for the strengthening to discipline, the conceptualization and the practice of the human care.

Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures

Abstract Higher education (HE) has experienced a swift internationalization process in the last decade, introducing English as a Medium of Instruction (EMI) in many universities. This new reality brings about novel challenges for content lecturers as they adapt to a new way of teaching in English for intercultural audiences. Following Ädel’s (2010) taxonomy of metadiscourse, this paper aims to explore the use of organizational metadiscourse in EMI lectures to foster successful communicative interaction and engagement. Assuming that all communication is multimodal, i.e., meaning is conveyed through the combination of several semiotic resources, this paper sets out to go beyond traditional linguistic studies in order to examine the multimodal use of organizational metadiscourse in lectures. To carry out this analysis, three 90-minute-long videorecorded EMI lectures taught at Universitat Jaume I (Spain) were selected, transcribed and manually inspected to account for all instances of organizational metadiscourse. Next, six structuring segments were chosen, i. e. sections within the lectures in which the contents are being organized. Using the software Multimodal Analysis Video, interactions between speech (organizational metadiscourse) and paralanguage, gestures, gaze, proxemics, head movement and facial expression were examined. Finally, the findings were presented to the lecturers in the recordings to obtain an insight perspective. Results show the active utilization of complex multimodal ensembles co-occurring with organizational metadiscourse. These ensembles reveal an underlying aim of achieving successful communication, by accommodating language to a non-native intercultural audience, and engaging the audience. Lastly, these results are interpreted and pedagogical implications for teacher training are put forward.

Media and Digital Technologies in Physical Education Teaching: A Literature Review

The present work addresses a literature review carried out in the CAPES journal portal database, with the aim of analyzing what has been produced and published in the last five years on media and digital technologies in teaching Physical Education. The data from the 21 articles selected for analysis were ordered by particularities and characteristics (Bardin, 1977). The text was organized based on three categories of analysis, grouped by common themes, namely: teacher training (initial and continuing); pedagogical proposals and teaching practice; digital technologies, school physical education and emergency remote teaching. It is noteworthy that working with digital media and technologies demands specific methodologies, which take into account new ways of teaching and learning. A trend identified in the teaching of Physical Education was the predominance of digital electronic games. Most of the pedagogical proposals analyzed were dedicated to the perception and use of what are also called exergames. The need for investment in teacher training is also highlighted so that teachers can make good use of technologies and enable good teaching practices in Physical Education in schools.

Advancing Sustainability through Higher Education: Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies

Methodologies for future-oriented research are mutually beneficial in highlighting different methodological perspectives and proposals for extending higher-education didactics toward sustainability. This study explores how different augmented-reality applications can enable new ways of teaching and learning. It systematically investigates how student teachers (n = 18) in higher education experienced ongoing realities while designing learning activities for a hybrid conference and interconnecting sustainability knowings via didactic modeling and design thinking. This qualitative study aims to develop a conceptual hybrid framework concerning the implications of student teachers incorporating design thinking and inner transition into their professional work with future-oriented methodologies on didactic modeling for sustainability commitment. With a qualitative approach, data were collected during and after a hackathon-like workshop through student teachers’ reflections, post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressive learning and a transition in sustainability mindset through the activation of inner dimensions. Findings reinforcing sustainability commitment evolved around the following categories: being authentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinking long-term-oriented (futures-thinking competence on implementing didactics understanding), relating to creative confidence (values-thinking competence as embodied engagement), and acting based on perseverant professional knowledge-driven change (bridging didactics) by connecting theory-loaded empiricism and empirically loaded theory. The results highlight some of the key features of future-oriented methodologies and approaches to future-oriented methodologies, which include collaboration, boundary crossing, and exploration, and show the conditions that can support or hinder methodological development and innovation.

IMPACT OF COVID-19 ON THE SELECTED PRIVATE EDUCATIONAL INSTITUTES IN DELHI-NCR REGION

IMPACT OF COVID-19 ON THE SELECTED PRIVATE EDUCATIONAL INSTITUTES IN DELHI-NCR REGION

Regarding digitalization and school geography

Pervasive digitization in a school context does not simply imply a new way of teaching and learning, it is projected into the learning content and into the lesson. In this sense, what are the prospects for teaching geography? The relationship between digital technologies and geospatial relationships has long been debated, i.e. the new perception of spatial configurations, new spatial practices, new geographical distribution of digital infrastructures. Digitization, by itself, cannot project the development of modern geographical science and geography in the classroom, however, it offers opportunities for a critical approach to basic geographical concepts, to modern diagnostic assumptions in geographical science, to current geographical localizations. In this sense, the article systematizes and presents a critical analysis of the issue, more specifically – outlines the relationship between digitalization and school geography in Bulgaria in several steps: 1) outline the key characteristics of the digital common culture, considering the digital not as technical, but more soon as a social and cultural phenomenon, 2) outlining the relationship between digital and geography, referring to some current models and 3) outlining the projection of this relationship in the normative base and the information-methodological resource of school geography in the Bulgarian school. Based on the analysis, the need for additional and more in-depth studies on the issue is proven.

Potentially meaningful teaching unit with the transversal theme traffic education for the teaching of kinematics in Sciences

This paper presents the results of a Potentially Significant Teaching Unit (PSU), with the cross-cutting theme "Traffic Education", applied to a ninth grade class. This work derives from a qualitative study whose aim was to verify the potential of a PSU to promote meaningful learning of kinematics content. The materials and stages of the UEPS were based on the Meaningful Learning Theory. The assessment carried out during the UEPS was formative in nature, as the students were monitored as they carried out the tasks in the different stages. The data from the various assessment instruments was analyzed using descriptive statistics and Textual Discourse Analysis. The analysis showed that the aim of this work was achieved, as there was progress in understanding kinematics concepts and it helped to improve the students' attitudes to deal more adequately with the complexity of the "Traffic" phenomenon. The study showed that the use of this cross-cutting theme produced relevant relationships for learning, contributing to new ways of teaching and learning science. This proposal therefore constitutes material that can be qualified as having the potential to develop meaningful learning.

Teaching Mathematics with Creativity

This article explores and reviews the literature about the latest research-based teaching and learning techniques or strategies that are used by passionate and enthusiastic classroom teachers, often for the purpose of enlightening, firing up, or illuminating classroom lessons to grab students’ immediate attention, curiosity, and overall interest in the learning process. The question used to guide the exploration of the existing literature is: How do effective classroom teachers manage to always create a conducive, welcoming, and exciting rather than depressive learning environment? Participants’ engagement, observation and conversations were the main methodologies employed for this review study. While the current research output is often forward-looking, that is, it is too busy moving forward as it comes up daily with suggested new ways of teaching and learning, almost nothing or little attention is given to what is already available. This means there is an implication that a valuable knowledge already discovered could remain largely un-utilized, unused knowledge domain which can be put into practice in classroom settings. Hence, this qualitative, cumulative, and narrative review article highlights some of the latest, creative, and effective teaching techniques that the authors explored and found impressive. These are effective strategies that might be overlooked; but they are effective techniques that can be utilized by the most passionate and enthusiastic classroom teachers for the purpose of making mathematics attractive.

Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives

Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education’s Engineering Bachelor’s Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs.

Teaching Mathematics with Creativity

This article explores and reviews the literature about the latest research-based teaching and learning techniques or strategies that are used by passionate and enthusiastic classroom teachers, often for the purpose of enlightening, firing up, or illuminating classroom lessons to grab students’ immediate attention, curiosity, and overall interest in the learning process. The question used to guide the exploration of the existing literature is: How do effective classroom teachers manage to always create a conducive, welcoming, and exciting rather than depressive learning environment? Participants’ engagement, observation and informal-oral interviews (or conversations) were the methodologies employed for this review study. While the current research output is often forward-looking, that is, it is too busy moving forward as it comes up daily with suggested new ways of teaching and learning, almost nothing or little attention is given to what is already available. This means there is an implication that a valuable knowledge already discovered could remain largely un-utilized, unused knowledge domain which can be put into practice in classroom settings. Hence, this qualitative, cumulative, and narrative review article highlights some of the latest, creative, and effective teaching techniques that the authors explored and found impressive. These are effective strategies that might be overlooked, overshadowed, or blurred; but they are effective techniques that can be utilized by the most passionate and enthusiastic classroom teachers for the purpose of making mathematics attractive. It is therefore recommended that the classroom teachers be allowed certain decree of freedom to experiment with new ways of teaching.

The Jewel of Wisdom: Studies in Interdisciplinary Knowledge

The Jewel of Wisdom: Studies in Interdisciplinary Knowledge: ISBN 978-606-95069-6-7 published in Technium Books. Foreword by Professor Fawwaz Abd-Al-Haq Al-Zboun The president of the Hashemite University The university’s mission is not restricted only to teaching and graduating students; however, along with these two valuable missions, the university shoulders other noble responsibilities adding extra value to knowledge, and representing its essential visions as a higher educational institution. The most important goal that a university must look forward to achieve is the process of generating new knowledge, which must benefit the surrounding environment and everyone on the globe. This kind of production should also spring from honest and noble intentions teachers and students hold, and more specifically it is part of the academic respossibility of higher studies students, who are supposed to contribute and add knowledge to the humanities and scientific disciplines under the mentorship and guidance of their instructors. We, at the Hashemite University, support the value of education through creative, critical, and innovative thinking skills in order to achieve the change that leads to more development and excellence in almost every aspect. One of the experiences we have had, for example, in the Hashemite university, is what Dr Omar Abdullah Fajjawi, professor of pre-Islamic literature in the department of Arabic literature, made to create a new way of teaching ''literature and humanities" course for PhD students by making literature an interesting central point that speaks to several other sciences, shedding light on matters that have an essential effect on the profound understanding of literary texts, including poetry, prose, and other genres. His approach also includes teaching the holy Quran, which is mainly considered the first reference to the Arabic language. I knew that he had paved the way for his theortical method, which is known as ‘cultural integration’ by bringing out examples from Arabic traditions that show the way our old scientists and ancestors in the past used to have, representing high level of ‘articulating the cultural integration’, a thing that is evident in Professor Fajjawi's personality as an expert in many sciences, serving his precise specialization through this writing and classifying knowledge. With this tremendous literary achievement, I was delighted to know that, in every academic event and gathering, Professor Fajjawi used to invite a specialist whose major is related to the subject matter of each seminar, which usually begins with texts from the holy Quran and from poetry and prose, which are very important to be explained by the specialized guest. He invites specialists from different fields and disciplines, such as politics, economy, sociology, education, military sciences, and law. I was delighted when he invited me to lecture on the relationship between Arabic and the English language from many perspectives, such as translation and linguistic planning. From my point of view, the precise specialization of the university professor is an important issue. However, it should not lead to introversion because, in each specialization, some signs and implications should be explained by an expert, which is the central point of education. With this cheerful achievement, I am pleased to say that I found this book great and unique. It is worth mentioning that The Hashemite University is distinguished by its culture of knowledge industry, and this is an integral part of its mission. It will continue to flourish with God's help and guidance.

Teaching Mathematics with Creativity

This article explores and reviews the literature about the latest research-based teaching and learning techniques or strategies that are used by some of the most passionate and enthusiastic classroom teachers, often for the purpose of enlightening, firing up, or illuminating classroom lessons in order to grab students’ immediate attention, curiosity, and overall interest in the learning process. The question used to guide our exploration of the literature is: How do effective classroom teachers manage to always create a conducive, welcoming, and exciting rather than depressive learning environment? While the current research output is more often than not forward-looking, that is, it is too busy moving forward as it comes up daily with suggested new ways of teaching and learning, almost nothing or little attention is given to what is already available, discovered, or recorded. This means there is an implication that a valuable knowledge domain already discovered could remain largely un-utilized, an unused knowledge domain that is already available in the recorded literature, which can be put into practice in classroom settings. Therefore, this review article highlights some of the latest, creative, and effective teaching techniques that the authors explored and found impressive. These are effective strategies that might be otherwise overlooked, overshadowed, or blurred; but they are effective techniques that can be utilized by the most passionate and enthusiastic classroom teachers for the purpose of making mathematics attractive to all types of learners, often by the ways of generating, stimulating, and/or maintaining students’ interest in the mathematics subject matter.