Teaching-learning Methodology Research Articles

PROGRESSO DA TECNOLOGIA NOS ESPAÇOS PEDAGÓGICO

Currently, innovation in the teaching-learning process is needed for education to be successfully carried out in educational spaces. Therefore, the main objective of this work is to present a discussion about the teaching and learning process between technologies, methodological innovations and interactivity, bringing examples of innovative methodologies that have changed the educational context. It is known that educational institutions that do not invest in technologies and new methodologies do not attract students to study and, as a consequence, do not advance in relation to those that invest. The methodology used in this study was a bibliographical research carried out on academic sites such as SciELO and Google Scholar with authors of articles and websites between the years 2011 and 2021. In view of what was researched, it is possible to consider that, at present, institutions need to reinvent and, for that, it is necessary to use technologies and new methodologies having as reference schools that have changed their curriculum and methodology, such as the Marist school in Brasília, which makes technology a teaching-learning methodology using instruments and tools that increase and facilitate interaction, providing a more pleasant and attractive learning and teaching.

Active Teaching-learning Methodologies in Higher Education: A Project with the Community

Active teaching-learning methodologies are a reality at the School of Education and Social Sciences of the Polytechnic of Leiria (Portugal), namely through the articulation with institutions of the community. The qualitative research presented in this article intends to analyse the perception of the students who are attending the Higher Professional Technical Course in Sociocultural and Sports Intervention, specifically concerning the importance of these methodologies in a project carried out with the District Hospital of Leiria. During the development of this partnership, 42 students were challenged to collaborate throughout the training process and, at the end, they were asked to write a report, which was considered the data collection instrument. These individual reports include descriptions, analyses and reflections that were processed through content analysis, using categories, and adopting an exploratory approach. The results showed that the students considered that this methodology of teaching-learning allows them to acquire know-what, know-why and know-how competencies. Moreover, they admit that the articulation with external institutions contributes to a better acquisition and mobilisation of practical knowledge that they will be able to apply to different situations, spaces and times in their future professional lives. Keywords: higher education, active teaching-learning methodologies, pedagogic innovation, community intervention, transdisciplinarity

THE TEACHING METHODOLOGIES ON MASTER’S COURSES UNDERTAKEN BY TJPE EMPLOYEES

The education scenario has undergone major transformations in recent decades. This article addresses the master's courses taken by public servants of the Court of Justice of the State of Pernambuco (TJPE) and their status as a requirement for functional progression. It aims to draw attention to an investigation into the teaching-learning methodologies proposed by higher education institutions in the context of these master's degrees. The study gives a brief historical description of stricto sensu postgraduate studies in Brazil; the master's degree in the TJPE environment; and describes the teaching-learning methodologies proposed in this context. Among the results is to have identified a greater frequency of the use of traditional methodologies, although there are institutions that seek to include the use of active methodologies in the course programs, with planning in this sense, with objectives to achieve professional master's degrees that are increasingly significant and closer to the environment of organizations and their needs.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Effect of narrative photography to improve physical therapy students' learning outcomes when studying heart transplantation: A randomized controlled trial.

Physical therapy students must learn about heart transplantation. They need to know how to care for these patients' emotions and needs. The study aimed to compare the effectiveness of a narrative photography (NP) program and a traditional learning (TL) program in physical therapy students' knowledge, satisfaction, empathy, and moral sensitivity. A two-armed assessor-blinded randomized controlled trial was carried out. One hundred and seventeen physical therapy students participated in the study. They were divided into two groups: (i) NP group (n = 56) and (ii) TL group (n = 61). At the end of the program, NP group's knowledge increased when compared with the TL group (p = 0.02). 90.57% of the sample was very satisfied/satisfied with the NP method, and 88.68% felt that NP helped them to understand the importance of considering subjective realities. In conclusion, NP improved knowledge and satisfaction compared with the TL group. These results suggest that NP may be a useful method to improve the academic outcomes of physical therapy students in the heart transplantation field; thus, NP may be considered a teaching-learning methodology of choice in physical therapy students.

Mathematics Teaching-Learning Methodology and Its Impact on Academic Performance

Mathematical logical thinking is essential for the development of cognitive constructs of complexity, where the symbolic and abstract take shape, hence the importance of teaching-learning of mathematics, however the strategies in the educational process are not always diverse. which may have an impact on academic performance. Objectives: identify the main methodological elements of teaching-learning mathematics and their relationship with academic performance. Methodology: the research was developed based on a quantitative, non-experimental and descriptive approach. An instrument designed with 12 questions was used, whose Cronbach's Alpha validity was .890, indicating internal consistency. The sample was 383 teachers from public and private educational entities, characterized by not having normality with a value of p .000. Results: The type of classes in public and private educational institutions is generally synthetic-analytical libraries, the institutional guide text and sources from institutional are used as guide materials, in addition, educators reinforce memory and understanding in students to enhance learning significantly, they implement problem solving and presentations, and evaluating through tests and projects. Conclusions: the mathematics teaching-learning methodology that the educators of the Sierra regime apply implies a synthetic-analytical modality, in addition, strategies are used that vary according to the type of educational entity.

Augmented Reality for the Development and Reinforcement of Spatial Skills: A Case Applied to Civil Engineering Students

The architecture, engineering, construction, and operation (AECO) industry has brought transformations within the field. Despite the changes, traditional teaching methods such as analyzing two-dimensional plans and models are still being used in training processes, which do not effectively promote the development of spatial skills. In this context, augmented reality (AR) can be used as a tool to translate two-dimensional information into three-dimensional space. Thus, the present study explores the use of the VT-Platform AR tool to develop and reinforce spatial skills among undergraduate civil engineering students. The study follows a quantitative approach with a descriptive scope and an experimental design. Students in the sanitary engineering subject were divided into two groups: an experimental group and a control group. A short-term teaching-learning methodology was proposed for the experimental group using the VT-Platform AR tool. Both groups took the differential aptitude test (DAT) to measure their spatial skills. The experimental group showed a higher average score compared to the control group, with a difference of 29.8%. Furthermore, the use of the VT-Platform AR tool helped standardize the level of spatial skills within the experimental group. It was concluded that using the VT-Platform AR tool can effectively develop and reinforce spatial skills among students.

A K-means-Teaching Learning based optimization algorithm for parallel machine scheduling problem

With the continuous increase of workshop production scale, traditional heuristic algorithms in solving the scheduling problem have the defects of unsatisfactory computing time and insufficient stability of the solution result. However, data mining has a good performance in solving large-scale scheduling problems. A data mining method was proposed for industrial big data to solve the problem of large-scale parallel machines scheduling. This methodology can obtain an effective initial solution for single-operation parallel machine scheduling problem by exploring the effective information in the historical scheduling data. Based on historical customer orders, the offline learning was used to continuously generate simulated data for learning, which makes up for the shortcomings of insufficient data. A TLBO framework (teaching-learning-based optimization) hybrid K-means algorithm was redesigned to enhance the accuracy of offline learning and the efficiency of data searching. In the online operation part, according to the optimal solutions for high-similarity manufacturing orders are the approximate solutions, the new customer order will be quickly matched with the most similar manufacturing order through similarity calculation, and then and then local search is performed. Finally, the globally optimal solution is obtained after screening. Experimental results show that the hybrid teaching–learning methodology can solve the large-scale parallel machines scheduling problem with a better learning performance and computational efficiency.

Design of intelligent assistive system for physical education: based on personalized training plan

Instead of viewing different components in solitude, teachers' opinion with respect and pedagogical knowledge demands a comprehension of the relationships connecting them. The instructor must be knowledgeable about the subject matter, comprehend the most effective delivery methods for the information, be acquainted with the traits of the children, and be aware of the academic setting to educate in that field effectively. Sport is still undergoing economic, cultural, and ethical change. On the other side, throughout the past century, science has been the sport's most pervasive transformation. Players can now jump higher, run faster, and, importantly—retain their health due to scientific understanding. Even though scholars, organizations, and governments have indeed encouraged physical education instructors to incorporate software in their classes, technology is often employed for routine duties, such as tracking enrollment and assessing, recording, and reporting children’s' progress. In order to estimate posture in physical training, this research proposes a continuous filter convolution neural network. The approach also assesses the learners' understanding, memory, and accomplishments and offers suggestions for enhancements and remedial actions. The framework and conventional teaching-learning methodologies are then compared characteristics per aspect for output criteria. Finally, the classification algorithm is contrasted with other deep learning algorithms, and it is found that the proposed ConFil_CNN achieves 98.5% accuracy, 96.7% of precision, 93.5% of recall, 95.2% of F1-score and 12.4ms of response time.

Serious Games in Medical Education: What it Adds? How to Go about It?

ABSTRACT Medical educators have adopted a number of teaching–learning methodologies to make their sessions interactive considering the need for active engagement of students to strengthen the process of learning. One among them is the use of serious games, wherein digital applications are used to enable the attainment of the intended learning objectives. A wide range of serious games can be designed to target different areas in healthcare training, which cumulatively provide a holistic and engaging approach for students to acquire knowledge and develop skills. Owing to the extensive areas and domains in medical education wherein we can use serious games, the benefits attributed to them are immense. The successful introduction of serious games into the medical curriculum depends on several factors and we must adopt a systematic approach to optimize the benefits. In conclusion, the introduction of serious games into medical education can benefit medical students by helping them master multiple skills required for successful clinical practice. Acknowledging the changing landscapes in medical education, there is an immense need that teachers and administrators to explore the possibility of integrating these games into medical schools.

Design and validation of an instrument to evaluate the workgroup methodology in university students

Workgroup methodology is often used to promote curricular learning. However, the intentionality in choosing a teaching strategy only sometimes has the best achievement in learning. This study aims to develop and validate an instrument (questionnaire) that is easy to apply and allows the professor to evaluate the effectiveness of the workgroup in learning (curricular) development. An exploratory factor analysis was conducted and three constructs were extracted: Practice, Motivation and Effectiveness. The correlation between the constructs indicates a good relationship and dependence between them. The results show that the instrument is valid and reliable, proving that it could be an essential tool to ascertain whether students see workgroup as a factor that promotes their learning and thus allow the professor to monitor and assess this method´s effectiveness in their teaching strategy. This study leads us to consider developing questionnaires to assess students' perceptions of other teaching–learning methodologies.

Reconstructions of the Teaching-Learning Methodology in HEIs for the Execution of NEP

National education policy has extended a new dimension of the teaching-learning process. The Higher Education of India wants to replace the old & and traditional education system which is very lengthy and time-consuming as well as not providing shill development, practical knowledge, vocational jobs, and promotion to new startups. The New National Education Policy is bringing employment orientation education and skill development to the new generation. The paper focuses on changing the mode of Teaching -teaching-learning methodology which assists in the Execution of NEP. The doctrinal research methodology was adopted by the author and collected data from legal documents ministry data and internet data. The delimitation of the paper only covers the area of teaching behaviors of university-level teachers. The results of the paper no doubt NEP has played a greater role in enhancing the mindset of teachers in higher education and universities. Now a day’s education learning process is correlated with the Gamification education system.

Integrating Serious Games into the Medical Curriculum: Recognizing Challenges and Exploring Remedies.

Medical education is complex in nature, acknowledging the fact that the knowledge base is extremely vast and dynamic, and the number of skills that students must acquire during their period of training is also huge. The introduction of serious games in medical education delivery is actually a response to the ever-changing needs of medical education. In fact, the use of serious games in medical education has transformed the learning process and is an eye-catching illustration of a combination of technology and curriculum to strengthen the overall process of attainment of learning outcomes. Owing to the presence of the game factor, students remain motivated and highly engaged. Although medical educators engage themselves in the process of planning and implementation of such games, they are bound to face some challenges. To address these challenges, we must adopt a multipronged approach, including providing required infrastructure, strengthening faculty development programs, and measures to integrate these games into the existing curriculum. In conclusion, serious games are an effective and engaging addition to the teaching-learning methodologies in medical education. Acknowledging the merits of the same, there is an immense need to identify the potential challenges and then work strategically to overcome them and facilitate learning among medical students.

STRATEGY MAPS: EXPLORING CASE STUDY METHODOLOGY THROUGH MART (MALAGA RACING TEAM)

This paper presents the experience developed in the course entitled Organisational Management of the second year of the Degree in Marketing and Market Research at the University of Malaga focused on the development of the strategy map of MART (Malaga Racing Team) for the 2022/23 season. MART, a multidisciplinary team made up of more than eighty students from twenty different undergraduate and postgraduate disciplines at the University of Malaga, participates globally in Formula Student. The proposal is based on the case analysis methodology, encouraging students in this subject to carry out a preliminary diagnosis of MART, define its strategic framework (mission, vision and values), and identify and represent a series of strategic objectives grouped by perspectives (economic-financial, customer-market, internal and learning-growth), together with their corresponding causal relationships. This teaching-learning methodology contributes to the achievement of specific and complementary goals of the subject, providing students with the opportunity to apply the knowledge acquired in a practical environment.

THE USE OF THE DISCOVERY LEARNING MODEL IN IMPROVING THE QUALITY OF LEARNING OF ISLAMIC ELEMENTARY SCHOOL STUDENTS

The aim of this research is to provide a reference for learning approaches that are proven to improve student academic achievement in Islamic elementary schools. This research uses meta-analysis to collect findings from other studies sourced from the same literature: five case studies of students using the Discovery Learning learning paradigm published in the national journal of the Higher Education Accreditation Board (Kemenristek Dikti). This research found that the use of the discovery learning paradigm to improve student learning outcomes in Islamic elementary schools is very effective, especially in increasing student achievement in these subjects. Therefore, the Discovery Learning teaching methodology is integrated into teacher-led lesson plans, thus having an impact on students' ability to deepen their understanding of the lesson material.

Qualitative research training in graduate programs in Public Health: an overview in Brazil

This article analyzes the evidence of qualitative research training in graduate programs in Public Health accredited by Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES) in Brazil in 2021. To map out the disciplines, the Sucupira Platform was accessed to locate the graduate programs in Public Health, and the institutional portals were searched. A total of 98 courses were identified. Using reflective thematic analysis, it was possible to group the data production and the characterization of the courses into the following macro categories of analysis: (a) workload and type of course offered (mandatory or optional); (b) teaching-learning objectives; (c) content (with emphasis on the investigation of scientific paradigms or different theoretical-methodological approaches to qualitative research); (d) teaching-learning methodologies. The results show that only 40.4% of the courses are mandatory and the predominant teaching-learning objectives focus on instrumentalization and enabling graduate students to create research projects. In total, 59.3% of the courses did not inform the type of teaching-learning methodology. There is a gap in the use of digital technologies and spaces and a predominance of the text-based approach. Furthermore, the epistemological-theoretical training is fragile. The learning of the Positivist paradigm predominates over the interpretive paradigm of critical theories/traditions. The article concludes by systematizing elements for a training itinerary with increasing degrees of complexity, intentionally structured and developed in an institutional environment that fosters decoloniality and epistemic reparation.

Comparison of Flipped Classroom Versus Traditional Didactic Lectures among Medical Students: A Mixed Method Study

Abstract Background: Didactic lectures are one of the commonly used instructional methods used for curriculum delivery in medical colleges. These lectures have a limited scope for interactions. Flipped classroom constitutes both an instructional approach and a form of blended learning, designed to enhance student engagement and comprehension. This intentional shift to a learner-centric model allocates initial exposure to new subjects beyond traditional classroom settings, thus enabling classroom time to be dedicated to in-depth exploration of topics, fostering significant learning experiences. Hence, a study was conducted to compare the academic scores of students taught in the flipped method versus traditional classroom and to assess the perception of students regarding the flipped classroom. Methodology: One hundred students were divided into two Batches A and B of 50 students each. Topic one was taught, by the flipped classroom method for Batch A and by the traditional method for Batch B. Topic two was taught by flipped classroom for Batch B and Batch A had traditional class. A multiple-choice question test was done for all the batches at the end of the classes. Perception of students regarding flipped classrooms was assessed through a prevalidated questionnaire on a Likert scale. Results: The mean value of the academic scores of the tests conducted was higher after flipped classroom sessions compared to traditional teaching sessions with a significant P < 0.001. Analysis of the open-ended questions revealed that the flipped class had advantages of in terms of better student involvement. Conclusions: Flipped classroom can be an effective student-centered teaching strategy when properly planned and implemented for higher education. In medical colleges, it can be incorporated as one of the teaching–learning methodologies to teach must know topics.

Avaliação de programa de residência em medicina de família e comunidade pela ótica dos médicos residentes

ABSTRACT Introduction: Medical Residency (MR) is considered, both academically and professionally, the gold standard method in teaching university graduates. The Integrated Residency Program in Family and Community Medicine (PIRMFC) in Fortaleza-CE brings together the programs of Universidade Federal do Ceará, the School of Public Health of Ceará and the City Hall of Fortaleza and is the first of its kind on a large scale, with about 70 residents in the first edition, implemented in a capital city, concomitantly with the process of implementation of the Family Health Strategy (ESF) service network by the City Hall. Objective: To evaluate an Integrated Residency Program in Family and Community Medicine, from the perspective of resident doctors. Method: This is an exploratory study, with a qualitative approach, using the Kirkpatrick model in its first level, reaction and satisfaction of residents. Data collection was carried out with the participation of 18 residents (R2) in five Focus Groups, in the second half of 2020. Questionnaires with closed questions were also applied to characterize the sample, followed by multiple-choice questions graded on a Likert scale. The qualitative data were analyzed by the Thematic Analysis technique and quantitative data through simple frequency and percentage. Results: The following main categories were identified: Teaching-learning strategies, Evaluation of the teaching-learning process, Production of autonomy, Transfer of training into practice, Weaknesses and Potentialities of the residency. Residents understand the responsibility they have in daily medical care, even if they are apprentices. They felt insecure as training subjects, feeling more comfortable when they are placed in the passive role. On the other hand, the program students recognize the active teaching-learning methodology as adequate for teaching adults but need strategies to be used to solve common problems in their professional practice. Conclusion: The Program was not able to establish the basis for the engagement of residents in some simulated active teaching-learning strategies, such as Tutorial Groups. It is necessary to value the experiences and competences heterogeneously acquired by the residents to constitute moments of equalization of learning, seeking the student’s protagonism instead of the imposition of knowledge.

Why include Case-based Learning in the medical curriculum? – A review

Introduction: Clinical teaching is an irreplaceable component of medical education. It takes place through many teaching–learning methodologies in various settings such as the bedside, classrooms, and the community. Case-based Learning is a method which had been devised to fill the gaps seen in bedside teaching where learning is mostly opportunistic. CBL evolves around pre-selected typical cases from an existing collection through small-group discussions.Method: The objective of the study was to identify the positive features of CBL in clinical education. A narrative review was done to search articles on PubMed and Google Scholar between 2018 and 2023. The search terms were ‘case-based learning’ ‘clinical education’ and ‘medical curriculum’.Results: The narrative review identified articles (n=14) relevant to our study. Case-based learning and discussion were seen as an effective and acceptable learning tool by medical students. It helped them to gain clinical reasoning skills which are critical in clinical decision-making and management. Exposure to case-based learning scenarios, allowed them to relate basic sciences to clinical sciences. Students were able to recollect the concepts that they had learnt by correlating them with case scenarios in a stress-free environment enhancing their critical thinking abilities. It promoted collaborative learning skills among students.Conclusion: CBL was perceived as a good learning tool by students. It is possible to combine CBL with other traditional clinical teaching methods such as bedside teaching. The case-based learning approach promotes recapitulating the basic concepts learned, relating them to a clinical scenario that results in the consolidation of the concepts.

Examining the Effect of Privatized Primary Schools on the Quality of Education under Punjab Education Foundation (PEF)

The primary purpose of the present research work was to analyze the effects of privatization on the quality of primary schools in Punjab working under the Punjab Education Foundation (PEF) and to find out the factors which positively or negatively impact on quality of education. The study was conducted under the positivism paradigm with the quantitative methodology. Two self-developed 5-point Likert scale questionnaires were used to collect data. The cross-sectional survey design was adopted to collect data from the participants. A multistage sampling technique was used to draw data from 746 teachers. The perception of teachers in those privatized schools helped to evaluate and measure the impacts and effects of the PEF schools on the quality of education. Data was analyzed through Statistical Package for Social Sciences (SPSS) 21. The result indicates a small correlation (r=.435) between privatization and quality of education. The result showed a significant correlation (r=.231) between privatization and quality of education. It was discovered that public schools lack the infrastructure, resources, and perceived quality that PEF-funded institutions do. A significant correlation was found between student outcomes and the quality of PEF schools. A conducive physical environment in classrooms satisfies the psychological and social well-being of students and up-to-date teaching-learning methodologies help to enhance the quality of education in PEF schools.