Non-traditional Teaching Methods Research Articles

Research on the Current Situation and Strategies of Street Dance Elective Courses at Ningxia University

This paper takes the street dance elective courses at Ningxia University as the research object. By employing questionnaire surveys, interviews, and logical analysis methods, this paper analyzes the current situation of street dance elective course teaching at Ningxia University. The research concludes the following points: 1. Students have a high interest in street dance. 2. There is a shortage of teaching staff. 3. Some students find it difficult to learn course content. Based on these findings, the following suggestions are proposed: 1. Further strengthen the campus promotion of street dance culture. 2. Enhance teaching staff capacity. 3. Adopt non-traditional teaching methods with a focus on fundamental training.

Using semantic paradigms as tools for foreign language teaching: theory and practice

Relevance. The relevance of the aforementioned study topic is motivated by the progressive activity of mankind in terms of the development of the information society, the growing demand for foreign language skills and the problem of learning a foreign language, as the large amount of information that needs to be assimilated certainly slows down this process. Purpose. The purpose of this study is to evaluate the effectiveness of using semantic paradigms as tools for foreign language teaching; the existing developments that have been used to date and the results of their use. Methodology. The methodological approach is based on an analytical study of the use of semantic paradigms (examples are given of the use of semantic frequency dictionaries to increase the efficiency and speed of learning a foreign language) as tools for foreign language learning. Results. The main results that were obtained during the study can be considered: the evaluation of the effectiveness of the introduction of semantic paradigms and interaction with native speakers in the context of foreign language learning, the prospects of semantic paradigms in foreign language teaching among higher education representatives, along with the formed conclusions on how the use of semantic paradigms affects the quality of acquired knowledge. Conclusions. The results of this scientific research, as well as the conclusions formulated during its conduct, are of the greatest importance for people who pursue the goal of learning a foreign language for personal and professional purposes and for foreign language teachers who may use effective, non-traditional teaching methods in their practice. Furthermore, psychologists whose work centres on science and theory can broaden the scope of their studies on the example of this investigation.

Self-Reported Perceptions of Preparedness among Incoming Ophthalmology Residents.

Purpose The purpose of this study was to assess the self-perceived preparedness of incoming postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) ophthalmology interns/residents to carry out core competencies in ophthalmology. Methods An online survey was created using the Survey Monkey survey platform and distributed to all ophthalmology resident applicants to the Bascom Palmer Eye Institute from the 2021 to 2022 and 2022 to 2023 application cycles. The survey contained questions pertaining to demographics, prior ophthalmic experience, online resources that were used to prepare for ophthalmology, and self-perceived preparedness to carry out key clinical skills in ophthalmology. Results A total of 170 responses were obtained (16.1% response rate). Of those, 119 (70%) were incoming PGY1 interns and 51 (30%) were incoming PGY2 residents for the 2022 to 2023 academic year. Most respondents (90.6%, n = 154) reported that their ophthalmology residency was affiliated with an integrated ophthalmology intern year. Incoming PGY2s moderately agreed with the statement that they felt as prepared to see patients in ophthalmology as they do in other surgical subspecialties, whereas incoming PGY1s only mildly agreed with that statement ( p = 0.003). Both incoming PGY1s and PGY2s felt most prepared to obtain histories relating to basic ophthalmic complaints and felt least prepared to read and interpret ophthalmic imaging studies. The most popular online resources used by respondents in order of popularity were EyeGuru (35.2%, n = 60), EyeWiki (32.9%, n = 56), Tim Root/OphthoBook (26.5%, n = 45), American Academy of Ophthalmology (13.5%, n = 23), and EyeRounds/University of Iowa (13.5%, n = 23). Conclusion A major challenge in integrating ophthalmic education into the medical school curricula is the gradual shift toward shorter preclinical curricula. However, having a core foundation of ophthalmic knowledge is critical for incoming ophthalmology residents to be able to maximize their specialty-specific training. Integrated ophthalmology intern years likely play a significant role in the increased self-efficacy of incoming PGY2s compared with incoming PGY1s. Adopting nontraditional teaching methods like flipped classroom learning, utilizing online medical education resources, and continuing to increase ophthalmology exposure during PGY1 year may better prepare incoming PGY2s to operate independently in ophthalmology settings.

Podcasts and videos and slides…oh my!: Traditional vs. nontraditional teaching methods in remote settings

IntroductionNontraditional teaching methods are student-centered and motivate students to participate in class activities. Some studies have shown benefit in using various teaching activities; however, data are limited regarding students' perspective and performance after implementation of nontraditional learning strategies. The study compared student preference and performance assessment with traditional and nontraditional presentation methods. MethodsThis study included first-year pharmacy students enrolled in a course at a research-intensive, public university. Students in 2020 received traditional lectures while students in 2021 were presented three topics as nontraditional activities, including a podcast, an escape room, a video inspired by Khan Academy, and a traditional asynchronous lecture using slides with voice-over. First-year pharmacy students were surveyed in 2021 regarding their perspective on the nontraditional presentations. Students' performance was compared between 2020 and 2021. ResultsNinety-eight students in 2020 and 89 students in 2021 were enrolled in the course. Sixty-seven students completed the 2021 survey. Most students (71.6%) preferred the traditional lecture; the Khan Academy and escape room activities were the least favored. Most students (86.5%) responded they learned “quite a bit” or a “tremendous amount” with the traditional lecture, and 59.7% of students felt they would perform better on assessments with the traditional lecture compared to nontraditional. Students in 2021 only performed better on all exam questions related to the nontraditional podcast activity. ConclusionsStudents preferred traditional lectures and also seemed to perform better on assessment, with the exception of the nontraditional presentation podcast style. Further studies are needed to confirm these findings.

Nontraditional Teaching Methods in a Human Resource Management Course: Delivery and Effectiveness

Nontraditional Teaching Methods in a Human Resource Management Course: Delivery and Effectiveness

TRADITIONAL AND NON-TRADITIONAL METHODS IN BUSINESS EDUCATION

The work deals with organizational and methodical issues of using traditional and nontraditional methods in business education. The presented is classification of non-traditional teaching methods, is emphasized the relativity of the concepts "traditional method" and "non-traditional method". Is noteds, that the main factors affecting the choice of non-traditional methods and approaches today are the introduction of a competence approach in business education and the transition to a mixed (full-time – distance) form of education, caused by the disruption of the established organization of the educational process due to the COVID-19 pandemic and the spread armed conflicts (wars). 
 It is emphasized that the formation of non-traditional methods and forms of the educational process is due to the desire to overcome certain limitations of traditional methods, to increase the interest of those seeking education in individual subjects and the learning process as a whole. The most effective non-traditional methods in business education include methods based on the use of computer and information – communication technologies, distance learning, a competence approach and differentiation of education. 
 Is particularly effective in the process of applied mathematics training of applicants of higher economic education of the first (bachelor) level, it the technological approach combined with the professionalization of educational tasks. The implementation of the approach involves the study of the technology for solving typical (professional or quasiprofessional) task, including a meaningful statement of the problem; construction of a logical and (or) mathematical model; mastering the method of implementing the model using publicly available software tools; interpretation of the obtained results. This is an example of a quasiprofessional task. 
 Traditional and non-traditional methods in business education should not be seen as antagonistic methods. Modern educational methods should be built on the basis of a combination of traditional and non-traditional methods and approaches in proportions that depend on the specific discipline and type of educational work. Each teacher should choose exactly those methods that most correspond to his discipline and teaching style, the way of communicating with the audience, the composition of the specific audience, the available resources, etc. The work presents an example of a combination of traditional and non-traditional methods when studying the discipline "Optimization methods and models".

Developing Students' Critical Thinking Abilities about Environmental Change using the Discovery Method of E-Learning

This research intended to examine how students' critical thinking was affected by exposure to e-learning modules on the topic of environmental change. In this research, we adopted a sequential explanatory design with many techniques of investigation. The indicators adapted from critical thinking abilities by (D'Alessio et al., 2019), (Janssen et al., 2019), and (Koenig et al., 2019) were used in the interviews, observations, and essay tests that provided the data (Sasson et al., 2018). Seventy eighth-graders from a rural middle school took part in the research. Analyses of both quantitative data (mean and standard deviation) and qualitative data (interviews and observations) were conducted. There were three tiers of students' critical thinking abilities, with 15 students (21.91%) scoring in the high range, 40 students (57.83%) scoring in the intermediate range, and 15 students (23.47%) scoring in the low range. An examination of qualitative data revealed that this kind of instruction inspired pupils to seek out information on their own initiative and with great enthusiasm. This research revealed the state of students' critical thinking abilities in middle school, particularly as it relates to the topic of environmental change, where they have lagged behind. Therefore, the use of non-traditional teaching methods to foster critical thinking in pupils is urgently required. More than that, the COVID-19 pandemic provided data on the integration of the discovery learning approach with e-learning in an Islamic school.

Introducing Personal Teaching Environment for Nontraditional Teaching Methods

Students use technology in various ways to learn. The differences in their learning goals and needs make it challenging for teachers to be more engaged in designing educational tasks, assisting, and coping with their students learning. This paper introduces a novel structure of a concept for teaching called Personal Teaching Environment (PTE). This contribution aims to provide teachers with PTE components (tools, connections and activities, and data sources) that can facilitate the fulfillment of their educational tasks for them. The main goal of this study is to define the concept of PTE and its components, as well as to investigate the most popular nontraditional teaching methods and to relate PTEs to these methods with application examples. Therefore, this paper addresses the following questions: (a) What is the structure of PTE, and how does it work? (b) What are nontraditional teaching methods’ advantages, frameworks, and successful implementation stories? and (c) How would you categorize the tool types of nontraditional teaching methods to serve PTE applications? A review was conducted to achieve these goals, and a total of 93 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including the benefits and tool types of the five studied nontraditional teaching methods (flipped classroom, problem-based learning, gamification, case study, and social media-centered). Based on the results, the authors established significant examples for teachers who aim to use one or more of those nontraditional teaching methods through the adoption and utilization of the PTE applications.

Роль инновационных методов обучения в повышении качества образования на примере первичной экспериментальной методологии

Research relevance: at present, innovative methods are widely used in educational institutions of all levels for the creation and development of students' cognitive abilities, self-knowledge, self-knowledge, formation. Research objectives: to determine innovative teaching methods role in improving the education quality using primary experimental methods. Research materials and methods: examples and stages in experimental work chemistry classes are given that develop a full range of practical skills and opportunities for students in the teaching process. Research results: innovative and non-traditional teaching methods are ways of organizing interaction between a teacher and a student and independent learning activities of students in the learning process. Conclusions: active use of innovative and non-traditional methods improves interaction, reads material faster and remembers information received during the discussion.

METHODOLOGICAL APPROACHES TO THE FORMATION OF LOGISTIC COMPETENCE FUTURE SPECIALISTS IN PHYSICAL CULTURE AND SPORT

Introduction. Every enterprise (organization) needs strong, professional training, which includes logistical competence, to improve service and meet customer needs. The application of a logistical approach in the management of physical culture and sports contributes to the rationalization of the complex of physical culture and sports services, sports and entertainment events, education and training prosses, as well as information and consulting, educational and other services of physical culture and sports. Therefore, the development of theoretical and methodological aspects and the disclosure of the specifics of the formation of logistical competence in the process of professional training of physical culture and sports is relevant today. Purpose: to analyze the methodological approaches to the methodological approaches to the formations of logistics competence in future professionals in physical culture and sports. Methods: analysis and generalization of data of scientific and methodological literature and information sourcesof theInternet; study and systematization of the educational-professional program “Physical Culture and Sports” of the first (bachelor’s) level of higher education in the 017 “Physical Culture”. Results. The article reveals the meaning of the concept of “logistical competence”. The main logistical competencies of future specialists in physical culture and sports are described. The importance of the logistic approach in the field of physical culture and sports is substantiated. Methodological approaches to the formation of logistics competence future specialists in physical culture and sports are analyzed. On the basis of the system approach the levels of models of formation of logistic competence are defined. The provisions of personality-oriented and activity approaches are described. The importance of the competence approach in the training of future coachesteachers in sports is substantiated. The provisions of task, contextual and technological approaches are described. The content of the concept of “pedagogical technologies” is analyzed and their features are determined. The system of education technologies is considered and their use in the Humanities University is substantiated. Originality: the content of the concept of logistics competence, which reflects the specifics of the future profession in the field of physical culture and sports is clarified; methodological approaches to the formation of logistical competence of future specialists in physical culture and sports are analyzed and substantiated; pedagogical conditions and technologies of effective formation of logistic competence at future specialists in physical culture and sports are allocated. Conclusion. The analysis of modern methodological approaches to solving the problems of formation of logistics competence in future specialists in physical culture and sports allowed to determine that: given the systematic approach, they are considered as an element of professional competence with its structure and levels; taking into account the activity and contextual approach – as a theoretical and practical readiness for professional and pedagogical (logistics and organizational and managerial activities); taking into account the competence approach – as an integral characteristic of personality, which determines the readiness of future specialists in physical culture and sports to solve in practice professional and pedagogical activities organizational and managerial problems and logistics tasks based on knowledge, skills, experience, taking into account professional and personal qualities; taking into account the technological approach – as a guaranteed result of a specific model of organization of the education process, aimed at their formation; taking into account the personality-oriented – as a set of personal characteristics of future specialists in physical culture and sports, necessary for the implementation of organizational and managerial influence. Further research on this topic will be the development and justification of a model for the formation of logistical competence in future specialists in physical culture and sports, which will be based on specially created by teachers organizational and pedagogical conditions, traditional and nontraditional teaching methods, methods of independent learning and creative activities.

DEVELOPMENT OF ENVIRONMENTAL COMMUNICATION SKILLSIN STUDENT TEACHERS

The article is devoted to the problem of formation of environmental communication skills among future teachers in the process of professional training. The psychological-pedagogical foundations of the formation of future educators' environmental communication skills in the process of professional training are theoretically and methodologically substantiated. The article analyses the approaches of scientists to the interpretation of concepts that make up the scientific thesaurus of research: ‘ecological communication’, ‘ecological approach’, ‘ecological behaviour’, ‘ecological environment of the child’. The importance of ecological communication in the educational environment of a preschool education institution is substantiated. On the basis of the analysis of scientific works, the components of the studied education are distinguished: motivational, social, communicative, reflective; groups of technologies, effective non-traditional teaching methods are defined; methodological approaches of effective formation of skills to organize environmental communication with children of preschool age in a preschool education institution. The complex of pedagogical conditions for the effective formation of environmental communication skills in future educators in the process of professional training is characterized. It is proposed to modernize the pedagogical conditions for the formation of environmental communication skills among future educators through the implementation of coaching technologies during the pedagogical practices of students. The meaning of the concept of ‘ecological communication’ as non-violent communication, which includes awareness and respect for one's own and others' personal boundaries, self-love and care for one's inner comfort, tolerance, acceptance of one's own and others' shortcomings, empathy, has been clarified. The fundamental principles of ecological communication in the educational environment of the preschool education institution are defined

Application of cognitive and metacognitive learning strategies in teaching of economic discourse in the target english language

The article surveys cognition and metacognition as a strain of language learning strategies and illustrates the significance of comprising them in the teaching of economic discourse. The research's relevance is that metacognitive and cognitive strategies have not been thoroughly researched and analyzed in the economic discourse teaching process. The paper aims to identify techniques that apply metacognitive and cognitive strategies to make the economic discourse learning process more accessible and enthralling. The work identifies the percentage of favorable results of involvement language learning strategies into the economic discourse learning process. We recognize the importance and necessity of using metacognition and cognition in knowledge obtaining procedure using traditional and nontraditional teaching methods. Evaluating the economic faculty students' English studies in the character of the target language, we denote the significant factors that the use of the learning strategies helps them find the most objective formula for comprehension of any phenomenon individually. The survey analysis shows that the classes retraining metacognitive and cognitive language learning strategies are more captivating for the students and evoke an eloquent comprehension of any issue. The use of metacognitive and cognitive teaching techniques makes a complete cognition of the phenomenon that can even be unclear in the native language.

Adopting A New Hybrid Force Model: A Survey During Covid-19 In Indian Higher Education

This quantitative study proposes and validates the Hybrid force model by analysing the challenges and opportunities in online education during COVID-19 through an online survey from students and teachers of Indian higher education institutions. The proposed model considers the learner as a system of study and talks about the amalgamation of knowledge, human force (teacher), and techno-logical force for better online learning opportunities and experience. The results show Google Meet, Zoom, and Microsoft Team as the main online platforms for imparting the classes while almost 80% of the students prefer a non-traditional teaching method (online and hybrid). The results highlight that more than 88% of the students prefer to have a personal teaching assistant in their learning trajectory.

Developing and piloting a simulated placement experience for students.

COVID-19 and rising student numbers are affecting healthcare education, particularly access to clinical placements. As healthcare education is increasingly supported by technology and non-traditional teaching methods, educational experiences gained through clinical placement also require new approaches. This article explores and discusses the use of a simulated clinical placement for a dietetic student cohort. During this virtual placement, students were able to explore and experience a virtual clinical setting and immerse themselves in a placement experience. A vast range of virtual resources were linked to the online placement portal, including statutory and mandatory training, dietetic resources, patient journeys and interprofessional communication. Advantages of this approach include that all students experience a given situation, unlike in traditional placements where workloads, variety and engagement vary; there is also no risk to patient safety. The aim is to enhance the learning experience to create effective, efficient clinicians. This virtual placement for dietetics is part of a bigger project to develop and evaluate the use of a virtual placement framework in a range of professions. The concept of virtual placement may have been brought forward by the COVID-19 crisis but was inevitable with the move to more technology-enhanced learning tools.

Experiences of learning, development, and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics, and their preceptors: a qualitative systematic review.

This systematic review aimed to identify and explore the barriers to and facilitators of learning and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics, and their preceptors. The educational landscape for paramedicine has evolved considerably since the introduction of the first paramedicine bachelor degree. A need to identify the contemporary barriers to and facilitators of learning within the context of early career training in paramedicine education is needed. Participants were undergraduate paramedicine students, graduate/intern paramedics, newly qualified UK paramedics and their preceptors within Australia, the United Kingdom, and New Zealand. Published and unpublished studies utilizing qualitative research designs were considered. Studies published in English since 1994 were considered for inclusion. Five bibliographic databases (PubMed, CINAHL, ERIC, Embase, and ProQuest Dissertations and Theses) were searched in 2018. A search of websites relevant to paramedic learning and a hand search of paramedicine journals were also undertaken in 2019.All studies identified from the search were examined against the inclusion criteria. Papers selected for inclusion were assessed by two independent reviewers for methodological quality prior to inclusion in the review.Qualitative research findings were extracted and pooled. Findings were assembled and categorized based on similarity in meaning. These categories were then subjected to a meta-synthesis in order to produce a single comprehensive set of synthesized findings. The final synthesized findings were graded according to the ConQual approach for establishing confidence in the output of qualitative research synthesis. Twenty-six studies were included in the review. Eleven studies used semi-structured interviews, five used open-ended interviews, and 10 used focus groups. The total sample size was 564 participants. Sixteen studies focused on undergraduate paramedicine students, four involved paramedic preceptors, two focused on paramedic educators at paramedicine universities, and four included undergraduate paramedicine students and their preceptors. A total of 295 findings were extracted and grouped into 28 categories, which were grouped into five synthesized findings: the role of mentoring/preceptorship, opportunities to develop emotional intelligence and communication skills, the role of non-traditional placements/experiences, the role of non-traditional classroom teaching methods, and preparedness for practice. A variety of education models exist with associated barriers and facilitators that impact on paramedicine students, graduate paramedics, and preceptors. The findings emphasize the importance of the preceptor to student learning and the need to develop students' skills/capacity to manage the emotional side of paramedic practice. Paramedicine students and paramedic graduates were found to be underprepared to effectively communicate with patients, families, and other professionals. Most of these barriers could be mitigated by use of non-traditional placements/experiences and non-traditional teaching methods. The introduction of a paramedic facilitator model was shown to have considerable benefits, suggesting that the introduction of a national model similar to other allied health models may be beneficial. The findings indicate a need for more effective communication between the education sector and industry with regard to the challenges in paramedicine education and which models best facilitate learning, development, and preparedness for clinical practice. PROSPERO CRD42019119336.

Reshaping experiential education within Qatar University's Health Programs during the COVID-19 pandemic.

Health professions programs heavily depend on experiential learning to prepare learners for practice within the healthcare system. Learners acquire a significant proportion of patient care skills as they participate in experiential learning activities. As the coronavirus disease 2019 (COVID-19) pandemic disrupts education globally, educators have been challenged to reexamine existing teaching approaches to minimize the impact on experiential educational outcomes. This article describes how educators from the College of Pharmacy and College of Medicine at Qatar University utilized nontraditional teaching methods to ensure the continuation of experiential learning despite the disruption due to the pandemic.

Non-Traditional Teaching Methods in Undergraduate Dermatology Training: A Scoping Review

Non-Traditional Teaching Methods in Undergraduate Dermatology Training: A Scoping Review

Features of traditional and non-traditional approaches to continuous education

The article is devoted to the gradual use of non-traditional teaching methods, the phased application of new pelagic and information technologies based on the extensive use of interactive teaching methods, the basic principles of non-traditional forms of education that form the core of the pedagogical process in all parts of the continuing education system, and their knowledge has a positive effect on the effectiveness of training. The teacher directs the learning activities of the students to achieve these goals through their activities, meaning that a certain part of the learning content is absorbed by them. Student performance depends on the degree to which they form a learning motivation. Students, in turn, absorb learning material through a teacher-provided or independent, creative search. In traditional educational settings, it would be better to equip students with more theoretical knowledge, to teach them knowledge from a willing teacher, and to the way we were living at that time. However, in the current market economy, such an approach is not appropriate. The market is essentially volatile. After the independence of the Republic of Uzbekistan began the introduction of teaching methods, called innovative technologies, which were developed and tested by advanced scientists of the foreign countries, which stimulate pupils in the educational process. Our great ancestors Abu Nasir Farabi, Abu Ali Ibn Sina, Yusuf Hosib, Abu Raihon Beruni, Ahmad Yugnaki, Mahmud Kashgari, Alisher Navoi, Zakhriddin Muhammad Babur paid great attention to the education and upbringing of the younger generation. Under these circumstances, development has become a key concept in all parts of the system of continuous education that is the driving force of the new pedagogical technology.

МЕТОДИЧНІ ОСОБЛИВОСТІ НАВЧАННЯ УЧНІВ ОСНОВ НАНОТЕХНОЛОГІЙ НА УРОКАХ ФІЗИКИ У 10 КЛАСІ

Nowadays quality education for the younger generation is the key to the development of the state. This paper proves that including the separate issues of the basics of nanotechnology in physics lessons will update the content of learning physics and will be the basis for the training of qualified personnel. The purpose of the article is to reveal the methodological specifics of teaching students the basics of nanotechnology in physics lessons in the 10th form. The analysis of the textbooks recommended by the Ministry of Education and Science of Ukraine on physics for the 10th forms has been carried out. The article is proposed to include the separate issues of the basics of nanotechnology in the sections «Mechanics» and «Molecular physics and thermodynamics». The methodical recommendations for teaching of the separate issues of the basics of nanotechnology have been developed. The content of the article is a logical continuation of the previously defined methodological specifics of teaching pupils the basics of nanotechnology in the course of physics for the 7th, 8th and 9th forms, which will contribute to the formation of a comprehensive view of nanotechnology among students and will ensure continuation in studying the basics of nanotechnology. Formation of subject nanotechnological competence has to become a result of learning separate issues of the basics of nanotechnology in physics lessons. The article focuses on the use of non-traditional teaching methods (methods of problem-based learning, interactive methods, project method) when studying relevant issues of nanotechnological topic. We have drawn a conclusion that the including the separate issues of the basics of nanotechnology in school course of physics will contribute to the formation of high school students' ideas about nanotechnology and will be important step towards the training of specialists capable of developing this new field of science and technology for the economic and technological growth of our country. Key words: nanotechnology education, school course of physics, methodological specifics of teaching pupils the basics of nanotechnology.

A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media

Traditional teaching methods rely solely on the use of textbooks, but teaching effectiveness assessment methods have demonstrated that most students taught by this method do not absorb the course content up to the expected level. Multiple researchers have introduced nontraditional teaching methods, but there is no scientific consensus on the best nontraditional teaching methods that are tailored to learners’ abilities while most effectively addressing the course objectives. Therefore, the goal of this review was to address the following questions across all engineering disciplines, based on learners’ abilities and the course objectives: (a) What are the benefits of nontraditional teaching methods? and (b) How would you categorize the benefits of nontraditional teaching methods? A qualitative review was conducted to achieve these goals, and the initial search for papers, using relevant keywords, resulted in more than 2000 peer-reviewed articles that were published between 2000 and 2017. A total of 125 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including a list of the benefits of the five studied nontraditional teaching methods (flipped classroom, gamification, case study, self-learning, and social media) belonging to four categories: technical/professional, personal skills/ability, personal attitude, and time and space. Based on the results, the authors established significant guidelines for instructors who aim to optimize learners’ achievements by adopting the most effective teaching styles, based on their course objectives and the learners’ abilities.