Teaching Methods In Higher Education Research Articles

Nursing students' experiences of flipped classroom teaching method in higher education: a systematic review.

During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method - a knowledge gap that this review aims to address. Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings. The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method. Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

The contemporary landscape of education is witnessing a paradigm shift toward innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students’ perception and acceptance throughout an entire semester in the ‘Introduction to Programming with Java’ course. The research utilized a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups: 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students’ readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

INNOVATIVE TECHNOLOGIES AND TEACHING METHODS IN HIGHER EDUCATION: PROBLEMS AND PERSPECTIVES

INNOVATIVE TECHNOLOGIES AND TEACHING METHODS IN HIGHER EDUCATION: PROBLEMS AND PERSPECTIVES

THE EFFECTIVENESS OF INTERACTIVE METHODS IN THE EDUCATIONAL PROCESS

Interactive teaching methods organize the learning process as the teachers’ and students’creativity combination. The use of these methods in the educational process is based onthe principles of scientific quality, informativeness and self-development, the relationshipbetween theory and practice, and the optimal combination of individual and collectiveactivity. An important feature of interactive games is their ability to motivate the studentfor learning, for socialization and professional development promotion. Moreover, teachersshould provide an opportunity to test knowledge in practice and in an urgent situation,and integrate students’ skills and abilities.The aim of the work – to review and justify the use of interactive teaching methods, aswell as business and role-playing games in a medical institution of higher education andto propose a brainstorming method for practical training. Іnteractive teaching methodsinclude creative tasks, small group work and educational games, the use of publicresources (inviting a specialist, attending thematic excursions), involving students insocial projects, studying the material through an interactive lecture, student- teacher andpeer-to-peer methodologies, working with visual materials, using and analyzing video andaudio materials, the case method, analyzing a situation from the participant’s practice,testing, questionnaires, an exam with further analysis of the result. The use of interactiveteaching methods ensures the activation of mental activity, leadership qualities of thestudent, develops clinical and critical thinking of the future specialist. The practice ofapplying the «brainstorming» method is considered to be promising for improving thequality of knowledge acquisition, it is a simple technique; its methodology is easy tounderstand and also to apply in the course of practical activities of the teacher.Conclusions. Game-based teaching methods in higher education can be the basis forpurposeful modeling of the integral structure of the future doctor’s professional activity.The main advantages of interactive teaching methods are the possibility of activatingstudents’ independent cognitive and mental activity, increasing motivation to studythe discipline, increasing self-esteem in the process of obtaining positive results, anddeveloping skills in modern information technology. The main goal and essence ofthe brainstorming method is to improve the training of specialists, their training anddevelopment of professional skills to a high level of qualification. This method stimulatesthe intuitive thinking in the process of searching for ideas and suggestions, developscommunication skills and group work, develops clinical thinking, and increases theeffectiveness of decisions.

Examining students’ perceived reasoning skills in wiki-based PBL internship courses

This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students’ relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive editing, version preservation and multi-user content editors) that are useful for enhancing collaborative learning, knowledge co-creation and authentic problem-solving in the PBL context. A quasi-experimental design was adopted to execute this survey. A total of 185 students were separated into either an experimental group (EG) with wikis or a control group (CG) without wikis, according to their PBL activities. Independent t tests showed a significant difference in four variables between the EG and the CG. The EG students exhibited a statistically significantly higher degree of relationship commitment, interpersonal trust, KSB and reasoning skills than the CG students. The conclusion of the results can provide beneficial information on students’ PBL experiences for instructors who aim to redesign their course materials and improve their higher education teaching methods. The research findings thus enrich the literature on healthcare education by addressing the influence of wikis on students’ PBL effectiveness, which is an under-researched area. Implications for practice or policy: Wikis’ collaborative authoring function can encourage collaboration. Using a wiki-based PBL approach can enhance students’ trust and commitment. Using a wiki-based PBL approach can facilitate students’ KSB. Using a wiki-based PBL approach can enhance students’ reasoning skills. Using a collaborative learning method can complement wiki-based PBL approach.

Modern ways of learning as a means of enhancing the cognitive activity of students

This article analyzes the effectiveness of interactive teaching methods and identifies the most popular practices among students. The study explores various interactive approaches, such as small group work, case studies, business games, training exercises, and self-assessment. The research was conducted using theoretical and empirical procedures, and an investigation was applied to a sample of 150 students from different disciplines. The results indicate that small group work and case studies are the methods most employed by teachers, while students prefer business games. Debate processes, case studies, and group work are also widely favored. The article emphasizes the relevance of incorporating interactive approaches to promote active learning, critical thinking, and collaboration. These findings offer valuable insights for teachers and postgraduate students interested in implementing interactive teaching methods in higher education.

CURRENT ISSUES OF IMPROVING TEACHING METHODS IN HIGHER EDUCATION INSTITUTIONS WITH SPECIFIC TEACHING CONDITIONS DURING MARTIAL LAW

CURRENT ISSUES OF IMPROVING TEACHING METHODS IN HIGHER EDUCATION INSTITUTIONS WITH SPECIFIC TEACHING CONDITIONS DURING MARTIAL LAW

PROJECT-BASED RESEARCH IN THE PRACTICE OF INTRODUCING INNOVATIVE TEACHING METHODS IN HIGHER EDUCATION

PROJECT-BASED RESEARCH IN THE PRACTICE OF INTRODUCING INNOVATIVE TEACHING METHODS IN HIGHER EDUCATION Victoria Kungurtseva PhD in Economics, associate Professor of the Department of Information and Communication Technologies in Education, Samar

The Modern Teaching Methods in Higher Education: Problem-Based Learning Model

The Modern Teaching Methods in Higher Education: Problem-Based Learning Model

Distance education and innovative teaching methods in higher education of Ukraine during the coronavirus pandemic

Abstract: The spread of COVID‑19 coronavirus disease in Ukraine in early 2020 contributed to global changes in the education system and intensive implementation of distance learning in all areas of the educational process. When choosing a model for the implementation of distance education, the teacher must take into account all its advantages and disadvantages in compliance with the requirements of discipline and organization of education in such a way as to ensure an adequate high level of knowledge of educational applicants. To ensure the quality of students’ education and to improve it, it is necessary to introduce various innovative technologies in the pedagogical process in accordance with modern trends. The introduction of innovative methods in pedagogical activities for the purpose of modernization, development and use of educational innovative and information technologies of distance learning, promotes comprehensive training of a specialist for professional activities.The structure of the innovative educational process and the model of implementation of distance education depends on the already known or own development of an interactive form and method of learning using pedagogical technologies, the volume of program material, the availability of electronic sources and their availability, the educational platform on the basis of which training is carried out, as well as on the readiness of teachers and students of education to changes that meet the conditions of a rapidly changing information society.An effective combination of interactive teaching methods and systems of electronic educational platforms to ensure proper distance learning enables students to gain practical knowledge and skills as much as possible, to promote the development of communicative competencies, to ensure a high level of thinking and acquisition of common and integrated competencies, to obtain theoretical knowledge and turn them into professional practical skills and abilities.The article discusses the development and formation, main advantages and actual disadvantages of distance education, taking into account training in the process of rapid implementation, modernization and adaptation of innovative teaching methods in the educational processes of Ukraine during the global COVID‑19 pandemic.

The Study on Applying Cooperative Learning Approach to Analyze the Effectiveness of a Labor Education Course in Higher Education

The study aims to explore the learning effectiveness of labor education courses affected by cooperative learning teaching method in higher education. The target population was students at a university in Taiwan who were enrolled in a course on “Industrial Relations and Workplace Ethics”. The study incorporated a cooperative group learning model, collected data on teaching and learning experiences, and conducted a study on teaching and learning in order to construct a labor education program with good teaching quality and learning effectiveness. The results of the study showed that students’ learning engagement, motivation and attitude, cooperative skills and peer interaction, teacher-student relationship, and labor knowledge improved significantly after the adoption of cooperative group learning. Therefore, cooperative group learning is a good teaching method for university courses. At the end of this study, we propose specific recommendations based on the study results for teachers, schools, and future research.

The Obstacles of Using Effective Teaching Methods in Higher Education from the Viewpoint of faculty members of General Science Departments in Kurdistan Region – Iraq

This research aims to identify the obstacles to effective teaching in higher education institutions from the viewpoint of faculty members in the departments of general science, and to indicate the significance of the differences in their viewpoints according to demographic variables: (university, gender, degree, academic title, and years of teaching experience). The study sample consisted of (61) faculty members distributed by gender to (33) males and (28) females. The researchers used a questionnaire consisting of (34) items as a tool for data collection. The data was analyzed using the (SPSS) program. The t-test for one-sample, t-test for two independent samples, and ANOVA were applied. The results of the study showed that: "the high cost of purchasing educational equipment" came in the first place among the obstacles, followed by "the students' lack of familiarity with the scientific method of thinking", and then the "reliance of students on memorization without comprehension". The results showed that there were no statistically significant differences between the average scores at the significance level (0.05) according to the demographic variables (university, gender, degree, and years of teaching experience, and academic title). In light of the results, some recommendations were presented.

Коллективные методы обучения в гуманитарном образовании

The article analyzes the prospect of using collective teaching methods in higher education. The psychological component of the effectiveness of the collective teaching method is substantiated: conditions for the formation of positive self-esteem, improvement of the psychological climate of the study group; decrease in volitional tension during classes due to greater dynamism (complete absence of monotony due to a change in activities). creating a positive emotional background by meeting the social need for communication. The substantiation of the pedagogical effectiveness of the collective learning method is given by the fact that information is perceived immediately through the visual and auditory channel, systematized and refined, the period between the assimilation and use of information is minimal. In the course of clarifying the concept of collective learning, it is compared with group teaching methods. The choice of a collective teaching method is substantiated. A pedagogical experiment on the use of a collective teaching method is presented and its results are evaluated.

INNOVATIVE METHODS OF DEVELOPMENT OF HEALTH-PRESERVING COMPETENCE OF FUTURE BACHELORS IN PHYSICAL THERAPY

The article represents methodical and practical aspects of the problem of development of health-preserving competence of future bachelors in physical therapy, characterizing the content and methods of pedagogical activity during studying professional disciplines. The value principles and social dimensions of the problem of designing and application of innovative teaching methods in higher education are analyzed. The thematic blocks of classes in the content of professional disciplines of future bachelors in physical therapy are characterized according to the purpose - formation of health-preserving competence of future bachelors in physical therapy. Peculiarities of innovative methods application of teaching professional disciplines in health-preserving competence development of future bachelors in physical therapy are revealed. Innovative methods of teaching professional disciplines are classified into three major groups depending on the learning objectives, expected results and features of the educational activities organization (dialogue, game and practice-oriented). The content and goals of each group of methods are determined, examples of their application in the professional training practice are given. The conclusion is formulated that the division of methods into dialogue, game and practice-oriented is conditional because each method presented can potentially solve integrated problems and functions. Their effectiveness depends on the teacher's facilitation of learning and youths’ development.

Проблема «клипового мышления» в контексте выбора методик обучения студентов высших учебных заведений.

The article examines the problem of the presence of clip thinking in a social group of young people-students. The novelty of the research lies in the question of the need for an interdisciplinary study of clip thinking as a biological, social and humanitarian phenomenon, and the priority in determining the essence of this phenomenon should be given to the cognitive sciences. The analysis of the results of methodological innovations of modern researchers reveals the charm of clip thinking as a new cognitive style and the presence of imperative recommendations on the transformation of the format of educational technologies in the direction of its adaptation to this mass phenomenon. The author of the article questions the thesis about the need to switch to teaching methods in higher education that take into account the peculiarities of clip thinking. The methodological basis for the study was: the concept of the theory of generations by N. Howe and W. Strauss, the concept of conceptual thinking by L.S. Vygotsky, the concept of cognitive styles by M.A. Kholodnaya, the concept of clip thinking by K.G. Frumkin. The results of the study (on the example of students of the FEFU Law School) show that it is wrong to apply the clip thinking model as the leading basic generational characteristic to Russian students a priori. Students are a differentiated community in which there is a variety of cognitive styles in individuals, including a wide distribution of the most productive of them – the conceptual-logical. In this regard, the author comes to the conclusion that educational technologies in higher education should combine methods that accumulate ways of reflecting reality in visual-figurative and verbal-logical expression, create an educational space in which to demonstrate ways of translating clip thinking into conceptual thinking and teach such refocusing, while it is necessary to teach students to use both cognitive styles and effectively switch between them, depending on the type of cognitive tasks associated with working with information.

Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus

The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. Keywords: systems, instruction, materials, insufficient and soft data.

Contemporary Teaching Methods in Higher Education

Contemporary Teaching Methods in Higher Education

Developing the FILL+ Tool to Reliably Classify Classroom Practices Using Lecture Recordings

Lectures are a commonly used teaching method in higher education, but there is significant debate about the relative merits of different classroom practices. Various classroom observation tools have been developed to try to give insight into these practices, beyond the simple dichotomy of “traditional lecturing versus active learning”. Here we review of a selection of classroom observation protocols from an ethological perspective and describe how this informed the development of a new protocol, FILL+. We demonstrate that FILL+ can be applied reliably by undergraduate students after minimal training. We analysed a sample of 208 lecture recordings from Mathematics, Physics, and Veterinary Medicine and found a wide variety of classroom practices, e.g. on average lecturers spent 2.1% (± 2.6%) of the time asking questions, and 79.3% (± 19%) of the lecture talking, but individuals varied considerably. The FILL+ protocol has the potential to be widely used, both in research on effective teaching practices, and in informing discussion of pedagogical approaches within institutions and disciplines.

El monitor para construir conocimiento con proyectos

The traditional teaching method in higher education in Colombia focuses on memorizing processes and theories, taking notes and repeating them and paying attention to the permanent protagonist of the classroom, who is the professor. In this way, the student is distanced from the construction of knowledge and favors student desertion and academic mortality, which prevents the development of key competencies to develop in the social and work environment. This research approached a methodology of knowledge construction outside traditional stereotypes, based on project-based learning applied in Civil Engineering, in several universities: Corporación Universitaria Minuto de Dios-UNIMINUTO, Juan de Castellanos and Universidad Santo Tomás de Tunja, years 2012 to 2020, in the academic spaces Introduction to Engineering and Research Methodology. It was done in different semesters, with the guidance of the principal investigator and the work of nine monitors and the collaboration of about two hundred and fifty students. Surveys, interviews, observation grids and field diaries were applied to students with a selective sample

Entry level nursing graduate students' perception and readiness toward online component of blended learning: A mixed method study.

BACKGROUND:Blended learning (BL), the integration of online with face to face teaching, is established as a teaching method in higher education. Understanding the learner's readiness toward online component of BL is important in designing and delivering BL. Nursing students require proficiency in interpersonal relationship and social interaction apart from knowledge and skills. BL may provide an opportunity to acquire the professional skills better than the traditional face to face sessions. The objectives of this study were to identify the nursing student's readiness toward BL and perceptions about the online learning component of BL.MATERIALS AND METHODS:First- and second-year entry level graduate nursing students of Sri Ramachandra Institute of Higher Education, Chennai, India, were the participants of the study. This study used a mixed method approach. An online questionnaire, developed based on the literature and expert consensus, was used in the first phase. A focus group discussion (FGD) with ten random participants of the survey was conducted to understand the perceptions and readiness to adopt the online component of BL. The present study was conducted from December 2019 to January 2020. Survey results were analyzed through descriptively. Content analysis was carried to summarize FGD results.RESULTS:A total 158 students of entry level nursing graduate programme participated in the survey. 53.8% of felt BL will have positive effect on their learning and 70% of the respondents were ready to adopt BL. The FGD identified two themes: (I) Readiness to adopt online learning as a component of BL and (II) perceived barriers and challenges in adopting online contents.CONCLUSION:Entry level nursing graduate students had a positive perception about the online components. Majority of them are confident in accessing the online contents. Willingness to learn through online, previous experience with online learning, and perceived advantages of online component might influence the learner's readiness. Availability of internet and absence of teachers were perceived as the barriers to online learning by the participants.