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Relevant bibliographies by topics / Discussion based teaching

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Academic literature on the topic 'Discussion based teaching'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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Journal articles on the topic "Discussion based teaching"

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Lee, Daehyun. "Designing an online discussion and debate class model for Korean languege learners for academic purposes." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 18 (2023): 843–54. http://dx.doi.org/10.22251/jlcci.2023.23.18.843.

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Objectives This study is to propose an online discussion and debate teaching learning models for academic purposes. To this end, review models used in existing discussions and debates that are used in existing discussions and debates suitable for learners in digital era and discussion classes suitable for learners. Methods In this study, the preceding studies on teaching learning about teaching learning, discussions on teaching learning, discuss what area using discussions and debates, discuss what areas such as learning, discussion and debate. Results The existing academic purpose discussion class model analyze the validity and suitable model, analyze what suitable model can be used in online, and establish a prerequisite for application. Conclusions In this study, it was designated based on online discussion and debate, based on online discussion and soil based on the proposed model based on the proposed model. Next, I would like to propose a class model can be used among real-time and discussion areas.

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O'Hare, Michael. "Classroom design for discussion-based teaching." Journal of Policy Analysis and Management 17, no. 4 (1998): 706–20. http://dx.doi.org/10.1002/(sici)1520-6688(199823)17:4<706::aid-pam7>3.0.co;2-o.

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Mao, Xinyu. "Teaching Design of Discussion-based Teaching Method in International Chinese Polysemy Teaching." Journal of Education and Educational Research 9, no. 2 (2024): 196–99. http://dx.doi.org/10.54097/ckpc5629.

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Polysemous words are words which are composed of many meanings related to each other. Different from homonyms, there is a complementary relationship between the meanings of polysemous words, and each sense is only applicable to its own specific context. Therefore, it is difficult for beginners to correctly choose the right meaning in the corresponding context, resulting in ambiguity and Chinese communication barriers. In order to carry out the teaching of polysemous words in international Chinese more pertinently, this paper takes the word "shenqian" as an example and carries out the teaching design combined with the discussion-based teaching method.

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Park, Kwanghee. "Enhancing Activeness and Educational Competitiveness by Extended Implementation of Discussion-based Lectures." Korean Association of General Education 18, no. 3 (2024): 123–34. http://dx.doi.org/10.46392/kjge.2024.18.3.123.

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This study aims to explore educational changes through discussion-based classes by highlighting the value and effectiveness of discussions while emphasizing the need to enhance self-directed learning abilities. Discussions are beneficial for forming subjectivity, and expanding and applying them can unlock students’ potential in many areas. Given the longstanding patterns of Korean education, it is necessary to actively consider a methodological shift towards self-directed, creative, and self-enlightening (sustainable) learning through discussion-based classes. Discussion-based learning improves critical thinking, fosters creativity and proactivity through self-directed learning, and ensures learning sustainability. Therefore, this study will analyze the advantages of discussion-based learning both domestically and internationally, explore its application in university teaching systems, and ultimately examine how a teaching method based on self-directed learning and discussion can enhance educational competitiveness. As a research method, this study will adopt discussion-based teaching methods for liberal arts courses, analyze class operations and learning outcomes, and examine how the activeness, creativity, and cooperativeness of discussion classes relate to the enhancement of learning abilities and educational competitiveness. Through this analysis, the study will demonstrate the expansion of discussion classes and show the potential of discussion-based learning in the coming AI era. The transition to discussion-based classes is expected to create a cycle of activeness, creativity, and sustainability through the process of preparation, presentation, and discussion, ensuring learning continuity and driving fundamental changes and innovations in the education system. Considering that the ultimate purpose of education is “not the transmission of knowledge, but to enable learners to teach themselves and develop their abilities to the fullest,” this shift in learning style is significant. It is hoped that, in the era of the Fourth Industrial Revolution, Korean education will establish a turning point for future changes through a methodological transition to self-directed, creative, and self-enlightening (sustainable) learning via discussions, thereby increasing the sustainability of discussion-based classes.

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Stanulis, Randi Nevins, Susan K. Brondyk, Sarah Little, and Erin Wibbens. "Mentoring Beginning Teachers to Enact Discussion-based Teaching." Mentoring & Tutoring: Partnership in Learning 22, no. 2 (2014): 127–45. http://dx.doi.org/10.1080/13611267.2014.902556.

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Jyothirmayi, R. "Case-based Discussion: Assessment Tool or Teaching Aid?" Clinical Oncology 24, no. 10 (2012): 649–53. http://dx.doi.org/10.1016/j.clon.2012.07.008.

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Cheng, Bin, and Baiyun Zhang. "Discussion on Teaching Reform Based on Embedded Systems Courses." Journal of Educational Research and Policies 6, no. 11 (2024): 114–15. https://doi.org/10.53469/jerp.2024.06(11).25.

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With the rapid development of electronic information technology, embedded systems have demonstrated extensive application value across numerous fields. However, the traditional teaching model of embedded systems has struggled to meet the current demand for embedded engineers in society. This paper aims to explore measures for reforming the teaching of embedded systems to enhance teaching quality and cultivate high-quality embedded engineers who meet market demands.

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Puzatykh, A. N. "FEATURES OF THE PHILOSOPHY-BASED LANGUAGE TEACHING." Educational Psychology in Polycultural Space 59, no. 3 (2022): 116–23. http://dx.doi.org/10.24888/2073-8439-2022-59-3-116-123.

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As a unique approach in modern teaching methodology, philosophy-based language teaching (PBLT) engages students in a dialogue-based discussion of philosophical questions in English. This study aims to highlight practical ways to use the philosophy-based language teaching approach. At the same time, the key point is the redistribution of the roles of both language learners and teachers in the process of conducting English classes. The article presents the following practical recommendations for implementing this approach in English classes: firstly, the English language curriculum can be developed using the principles of the PBLT approach; secondly, speaking of language skills, developers of teaching materials should include philosophical questions that are related to the daily life of students in tasks before and after reading a text (or watching a video). The article notes that this approach has a positive effect on the development of writing and speaking skills, and also increases students’ readiness to communicate in English. In conclusion, we note that the discussion of not very difficult philosophical issues in English classes can motivate students to take an active part in the discussion. This is especially true if the philosophical questions are about real-life problems that students face on a daily basis. The use of this approach not only encourages students to develop critical thinking, but also facilitates class discussion and increases motivation to learn the language.

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He, Zhimin, Wei Zhang, and Jinghua Wang. "Innovative Exploration of Theory-Practice Integration in Electronic Technology Based on Hierarchical Project-Based Teaching." Education Reform and Development 7, no. 1 (2025): 195–203. https://doi.org/10.26689/erd.v7i1.9591.

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Electronic technology is a basic course for undergraduate non-electrical majors. The goal of the course is to let students establish the basic concept of electronic information engineering, train the ability of electronic circuit analysis, and establish the engineering thinking of electronic technology. This paper aims at the key problems in the electronic technology course education, and puts forward the solution ideas based on project-based teaching. Based on the teaching concept of OBE, the teaching innovation design of the curriculum is carried out from top to bottom, the teaching objectives of knowledge, ability and literacy are reshaped, the three-level teaching strategy of data-driven, team discussion and competition-led is formulated, and three main lines of teaching activities including teaching, discussion and engineering practice are designed, thus forming an online and offline mixed teaching paradigm based on hierarchical project-based teaching. It provides a new teaching reform idea for the construction of similar courses in China.

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Syarifah, Eva Fitriani, and Wawan Gunawan. "Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach." English Review: Journal of English Education 4, no. 1 (2016): 39. http://dx.doi.org/10.25134/erjee.v4i1.306.

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Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova & Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.

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Dissertations / Theses on the topic "Discussion based teaching"

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Wong, Tsz-kwan Liza, and 黃芷筠. "Implementation of literature circles in a school-based assessment class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203396.

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Doucerain, Marina 1982. "Characterizing grade 8 students' microdevelopmental changes in understanding of conservation of matter, in the context of a discussion-based instructional unit." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116130.

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This study used a skill theory framework (Fischer & Bidell, 2006) and a microdevelopmental lens to characterize how six grade 8 students' conceptual understanding of conservation of matter changed in the context of a short discussion-based instructional unit. On average, students' conceptual understanding increased significantly, suggesting that a discussion-based approach might be effective in supporting students' learning. The general characteristics of focus students' microdevelopmental pathways were in accordance with those found in other microdevelopmental studies (e.g., Yan & Fischer, 2002), but changes in complexity of misconceptions might be intricately linked to how students learned conservation of matter. The analysis of conversational dimensions suggested that doubting, among other factors, might play an important role in students' learning. This study argues for an integrated microdevelopmental approach that includes conversational dimensions and characterizes changes in the complexity of misconceptions.

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Ryan, A. "Adult learner strategies in foreign language grammar learning : A task-based study of approaches to the learning of grammatical structure in a micro-language, with a discussion of their implications for language teaching and materials." Thesis, University of Edinburgh, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375802.

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Osmanoglu, Aslihan. "Preparing Pre-service Teachers For Reform-minded Teaching Through Online Video Case Discussions: Change In Noticing." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612868/index.pdf.

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The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquo<br>To what extent the elementary prospective mathematics teachers&rsquo<br>noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo<br>With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics classrooms, and then discuss these cases in an online forum. The research was conducted during the 2008-2009 fall semester. Participants were asked to write reflection papers after watching a video each week. The online discussions took place in Metu Online-Net ClassR online forum, and each discussion was about a long week. The research study was qualitative in nature. Specifically, it was a case study research. Prospective teachers&rsquo<br>reflection papers on the videos, the online discussions, and interviews with the selected 15 focus participants at the beginning, in the middle and at the end of the study were the data sources. The data were analyzed through the qualitative data analysis techniques. The findings suggested that prospective teachers&rsquo<br>noticing skills with respect to the teacher and student roles in reform-minded teaching and learning were developed throughout the online video-case based discussions.

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Stroud, Robert. "A task-based language teaching approach to group discussions in Japanese university classrooms : an empirical study of goal-setting and feedback." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8311/.

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This thesis draws on a classroom-based empirical study to explore the actual effects that Task-Based Language Teaching (TBLT) has on students’ performance, when applied to group discussions, and the impacts that different forms of Goal-Setting and Feedback (GSF) have on their learning. In doing so, it challenges the assumptions in the research literature that TBLT will necessarily improve multiple aspects of performance within group discussions with low-level students, and reveals that applying GSF can lead to very different outcomes. A longitudinal mixed-method approach was adopted using surveys and peer-interviews with 10 teachers, and observations, surveys and peer-interviews with 132 low-level students in a Japanese university. Students used product or process GSF alongside TBLT group discussions across a semester. Findings showed improvements in fluency and accuracy, positive feelings towards learning, and larger improvements for lower performers. Furthermore, product and process goals influenced students' focus differently in terms of individual performance, collaboration and discussion outcome. These findings create a clearer picture of the impact of TBLT, when applied to group discussions, and show how students' focus within learning can be greatly influenced by task goals. Resultant recommendations for course design, student and teacher training, and implementation of TBLT and GSF are given.

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Weinmark, Fredrik. "Undervisning med hjälp av skönlitteratur : En studie om hur ett skönlitterärt verk kan användas praktiskt." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67008.

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Anledningen till valet av undersökningsområdet i denna studie grundar sig i mitt intresse för litteratur och betydelsen av läsning hos elever. Mitt syfte var att söka reda på hur en specifik slags skönlitterär form av bok kunde användas i undervisningen för att skapa läsintresse och behandla läroplanens värdegrundsdel. Metoden jag har använt mig av i denna studie är en narratologisk modell vid bokanalys, där jag har analyserat boken Den osynliga flickan av Deborah Ellis (2002). Med hjälp av, för ämnet aktuell forskning samt analys av ovanstående bok, har jag kommit fram till ett resultat. Min studie visar på att högläsning främjar elevers läsintresse och att boksamtal är ett förmånligt arbetssätt för att gynna elevers fortsatta läsintresse samt förståelse och acceptans för omvärlden. Boksamtal i denna form visar på tecken på att det bidrar positivt till arbetet kring läroplanens värdegrund.<br>The reason for the choice of study area in this study is based on my interest in literature and the importance of reading. My purpose was to find out how a specific kind of fictional form of book could be used in teaching to create reading interest and treat the curriculum value base. The method I have used in this study is a narrative model in book analysis, in which I have analyzed the book The Invisible Girl by Deborah Ellis (2002). With the help of research on the subject and analysis of the above book, I have come up with a result. My study shows that reading aloud promotes students interest in reading and that book conversations are a favorable way of working to benefit students' continued reading interest as well as understanding and acceptance for the outside world. Book conversations in this form show signs that it contributes positively to the work on the curriculum's value base.

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Lin, Chi-jen, and 林繼任. "Discussion-Kid: A Dialog-based Computer Assisted Teaching Environment." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/64616626464776486934.

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碩士<br>國立中央大學<br>資訊及電子工程研究所<br>83<br>The system described in this thesis assumes the role of a learning companion who tries to stimulate the students' thinking process by providing different viewpoints. The teaching domain is not a well-defined one and multiple solutions are possible. Everybody can have his/her own view. Therefore, students need to develop ideas of their own and expose themselves to different points of view. The goal of the system is to provide students something new and to help them develop their own opinions. In this dialog-based teaching environment, we focus on the realization of dialog strategies. The system must be able to provide different viewpoints to stir up students' thinking and offer them some new opinions to extend their view. The system searchs for conflicting connotations to provide different viewpoints and introduces topic sentences to offer students some new opinions. In addition, the system sets the learning companion to respond according to some ideology, so that the content of the conversation can be focused.

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Liu, Chiu-Chi, and 劉秋琪. "An Action Research on Discussion-Based Teaching of Content-Exploring on the Elementary Chinese Subject." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/80175635739202994701.

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碩士<br>國立臺北教育大學<br>課程與教學研究所<br>102<br>The purpose of this action research was to use the discussion-based teaching on the process and the result of the Chinese subject content-exploring among the twenty-eight fourth graders in the researcher's school. With eight weeks of the content-exploring teaching, the researcher carried out an action research to investigate the students’ learning effects and growth of the discussion abilities. This research was based on the qualitative research method. The data were collected through documents analysis, classroom observation, interviews, questionnaires, and quantitative data of the questionnaires. The results of this study are as follows: The content-exploring teaching helps students develop the discussion groups hosted by students. And these discussion groups can help students build the basic abilities to participate in the discussion. During the teaching process, the discussion groups gains the instruction of how to discuss the topic from the teacher, and then they can execute the group discussion. At the end of the teaching, the evaluation discussion not only helps the students do the self-examinations but also helps the teacher comprehend the learning conditions of the students. The formations of the discussion groups are fishbowl, snowballing, and Phillips66. With the alternative discussing methods, the students benefit on the learning effects and the discussion abilities after the content-exploring teaching. However, the research also finds that the students lack the cooperative discussion abilities. And, the backgrounds and the discussion abilities of the students are different. To solve these, the teacher can help the students comprehend their learning status through the concrete methods that are built by the self-evaluation of the discussion groups. Besides, the teacher can also support and encourage the students positively. Through the change of the teachers’ teaching beliefs, the teachers and the students can be improved together. Just like the peer discussion among the students, the peer discussion among the teachers can also improve the growth of the teaching proficiency. Based on the results, we propose suggestions for the practical teachers and the further researchers.

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陳美西. "An Action Study on the Motivation and Anxiety Influence of Mathematical Discussion-based Teaching for Elementary School Sixth Grade Student." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26096897944994166180.

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碩士<br>臺北市立大學<br>學習媒材與設計學系課程與教學碩士學位在職進修專班<br>102<br>This study used active research to investigate difficulties faced when guiding elementary school students in math-related discussions and the resolutions thereof, as well as the influence of mathematical discussion-based teaching on students’ learning motivation and anxiety. Mathematical discussion-based teaching was used as the main model for teaching and for designing the discussion topics. During the three-phase process, to comply with the characteristics of action research, repeated self-reflection and research improvements were conducted during the study to ameliorate any teaching problems that arose. Qualitative and quantitative data were compiled, including classroom observations, interview records, and worksheets, which were then coded, summarized, and analyzed for later comparison with questionnaire results to further understand the influence of small group discussion teaching on students’ mathematics learning motivation and anxiety. The main research results were as follows: 1. Effective strategies to improve math learning motivation and reduce math learning anxiety A. Creating learning motivation i. Use cognitive conflicts to correct mistaken concepts ii. Provide challenging learning activities iii. Use new and interesting teaching materials and methods B. Maintaining motivation i. Create experiences of success ii. Connect teaching materials and real life iii. Match learning goals with student learning pace and abilities iv. Give appropriate feedback C. Using discussion-based teaching to reduce learning anxiety i. Eliminate the idea that some are innately good at math ii. Create an active and accepting teaching environment iii. Emphasize the thinking process iv. Use small groups for discussion and grading to reduce stress v. Have students analyze the reasons for their mistakes

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Price, Norman Tinkham. "Teaching Strategies for Using Projected Images to Develop Conceptual Understanding: Exploring Discussion Practices in Computer Simulation and Static Image-Based Lessons." 2013. https://scholarworks.umass.edu/open_access_dissertations/762.

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The availability and sophistication of visual display images, such as simulations, for use in science classrooms has increased exponentially however, it can be difficult for teachers to use these images to encourage and engage active student thinking. There is a need to describe flexible discussion strategies that use visual media to engage active thinking. This mixed methods study analyzes teacher behavior in lessons using visual media about the particulate model of matter that were taught by three experienced middle school teachers. Each teacher taught one half of their students with lessons using static overheads and taught the other half with lessons using a projected dynamic simulation. The quantitative analysis of pre-post data found significant gain differences between the two image mode conditions, suggesting that the students who were assigned to the simulation condition learned more than students who were assigned to the overhead condition. Open coding was used to identify a set of eight image-based teaching strategies that teachers were using with visual displays. Fixed codes for this set of image-based discussion strategies were then developed and used to analyze video and transcripts of whole class discussions from 12 lessons. The image-based discussion strategies were refined over time in a set of three in-depth 2x2 comparative case studies of two teachers teaching one lesson topic with two image display modes. The comparative case study data suggest that the simulation mode may have offered greater affordances than the overhead mode for planning and enacting discussions. The 12 discussions were also coded for overall teacher student interaction patterns, such as presentation, IRE, and IRF. When teachers moved during a lesson from using no image to using either image mode, some teachers were observed asking more questions when the image was displayed while others asked many fewer questions. The changes in teacher student interaction patterns suggest that teachers vary on whether they consider the displayed image as a "tool-for-telling" and a "tool-for-asking." The study attempts to provide new descriptions of strategies teachers use to orchestrate image-based discussions designed to promote student engagement and reasoning in lessons with conceptual goals.

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Books on the topic "Discussion based teaching"

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Henning, John E. The Art of Discussion-Based Teaching. Taylor & Francis Inc, 2007.

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Sullivan, Palincsar Annemarie, ed. Comprehension instruction through text-based discussion. International Reading Association, 2013.

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Phyllis, Tashlik, Center for Inquiry in Teaching and Learning, and Teachers College Press, eds. Talk, talk, talk: Discussion-based classrooms. Community Studies, Inc., Center for Inquiry, 2004.

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Henning, John E. The art of discussion-based teaching: Opening up the classroom conversation. Routledge, 2008.

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Bender, Tisha. Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Stylys, 2012.

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Taffy, Raphael, ed. Book club: A literature-based curriculum. Small Planet Communications, 1997.

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Barlowe, Avram. Looking for an argument?: An inquiry course at Urban Academy Laboratory High School. Center for Inquiry in Teaching and Learning, 2002.

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Kuznecova, Irina, and Mihail Prohorov. Educational research project in physics based on open data. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1242226.

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One of the forms of teaching physics in high schools with a natural science specialization and in the junior courses of universities can be an educational research project. The use of modern open scientific data makes it possible to make the project interesting, modern, relevant and multidisciplinary. The implementation of such a project allows the student to understand some areas of modern scientific research and the relationship between various natural sciences. Direct comparison of the project results with published fundamental research and discussion of the differences obtained are possible. As the first example of a training project, the determination of the frequency of asteroids and large meteorites (of the Tunguska and Chelyabinsk class) falling to Earth by counting craters on the surface of the Moon and Mercury is considered. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in natural science specialties: physics, astronomy, geography, geology, soil science, biology, etc—, and students of engineering and technical specialties of full-time and distance learning.

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Ohio State University Council of Graduate Students. The graduate quality of university experience (G-QUE) report: Based on the research, discussions, and findings of the G-QUE Committee. The Ohio State University, 2001.

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Henning, John. The Art of Discussion-Based Teaching. Routledge, 2007. http://dx.doi.org/10.4324/9780203935897.

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Book chapters on the topic "Discussion based teaching"

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Clough, Cynthia. "Discussion-Based Instructional Methods." In Effective Teaching. Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-9.

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Newell, Catherine, and Alan Bain. "Discussion and Conclusion." In Team-Based Collaboration in Higher Education Learning and Teaching. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1855-9_8.

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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Discussion." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_5.

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AbstractThe results presented in the preceding sections were primarily aimed at developing a test on professional competence of pre-service teachers specifically for teaching mathematical modelling. In a first step, the theoretical foundations were laid and, based on this, the structure of professional competence used for teaching mathematical modelling was explained. Subsequently, the relevant constructs were operationalised and empirically checked. The results of the analyses presented regarding the test quality are summarised below and are classified in the current state of research to discuss possible explanations for the observed results on this basis. In order to further define the scope of the results, key limits of the test instrument in relation to the present study will be addressed. The book concludes with an outlook, in which possible implications are derived from this study for didactic research as well as for university teacher education.

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Spada, Nina. "Reflecting on task-based language teaching from an Instructed SLA perspective." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.09spa.

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Abstract Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI) and corrective feedback. I discuss relevant studies within ISLA and TBLT and argue that TBLT is particularly well-suited to investigating questions about the timing of FFI. In discussing Outcomes, I consider differences in how outcomes are measured in TBLT (i.e., performance) and ISLA (i.e., development) and the different aspects of language examined within each, for example, accuracy, implicit/explicit knowledge in ISLA and complexity, accuracy, and fluency in TBLT. I discuss underlying similarities between fluency and implicit knowledge, how they are measured, and propose research to investigate the pedagogical timing of FFI in relation to fluency development. I conclude with a brief discussion of the need for a balance between theoretically and pedagogically motivated research within ISLA and TBLT.

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Pinku, Guy. "Experience with a Worthy Public Discussion, Based on the Ideas of Dewey." In Understanding Teaching-Learning Practice. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63253-2_8.

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Zheng, Hong, Jianhua Li, Weibin Guo, and Jianguo Yang. "Discussion on Compiling Principle Teaching Mode Based on Modularization." In Advances in Intelligent Systems and Computing. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_22.

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Zhou, Xiaoyi, Shaohua Duan, and Wei Li. "A Problem-Driven Discussion Teaching Method Based on Progressive Cycle." In Cyberspace Safety and Security. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73671-2_20.

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Li, Shaofeng. "Chapter 1. Individual differences and task-based language teaching." In Individual Differences and Task-Based Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.01lis.

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This chapter provides an in-depth discussion of the theory, research, and practice of individual difference (ID) factors in task-based language teaching (TBLT). It starts with an overview of the scope and taxonomy of IDs in second language learning, followed by a discussion of the theoretical models that provide insights into IDs’ roles in TBLT. It then introduces an organizing framework covering: (a) the nature of task IDs, (b) the utility of implicit IDs in TBLT, (c) the dynamicity of task IDs, (d) the expanded scope of task IDs, and (e) the importance of research on ID-treatment interaction. Subsequently, the chapter shifts its focus to the research on IDs in TBLT, including methods, perspectives, and empirical evidence on major ID factors – emotions (anxiety and enjoyment), language aptitude, motivation, and working memory. Based on the research findings, recommendations are made on ways to apply research findings to pedagogy from five perspectives: changing ID propensities, adapting instruction to mitigate or cancel ID effects, matching ID profile and instruction type, using hybrid instruction, and providing choice. The chapter concludes by providing an overview of the significance and contributions of this volume and highlighting prominent findings of the included chapters.

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Näpflin, Catherine, Fritz Oser, and Philipp Aerni. "Discussion-Based Teaching Methods Addressing Policy Issues Related to Agricultural Biotechnology." In Changes in Teachers’ Moral Role. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-837-7_12.

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Nguyen, Thi Thuy Minh, and Thi Thanh Thuy Pham. "Chapter 10. Skill acquisition based approach to teaching L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.10ngu.

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Skill Acquisition Theory describes second language (L2) learning as a gradual transition from effortful use to more automatic use of L2 knowledge, as a result of deliberate and systematic practice. In this chapter, we address the skill-acquisition based approach to teaching L2 pragmatics by first presenting the theory and its constructs of declarative knowledge, proceduralisation and automatisation and reviewing existing instructional L2 pragmatics research that lends support to the theory. We then illustrate how the theory can be applied to design L2 pragmatic instruction by reporting an empirical study into the role of feedback and revision in teaching emails of complaints. Based on the discussion of the findings, we end by drawing implications for pragmatics pedagogy and recommend topics for further research.

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Conference papers on the topic "Discussion based teaching"

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Wang, Qun, Yong Yu, and Yan Yu. "Discussion on Computer-Based Teaching Methods." In 2009 International Symposium on Intelligent Ubiquitous Computing and Education, IUCE. IEEE, 2009. http://dx.doi.org/10.1109/iuce.2009.99.

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Huo, Rui, and Yuanbo Li. "Teaching Discussion Based on Mechanical Dynamics Simulation Teaching Case." In 2021 International Conference on Modern Education and Humanities Science (ICMEHS 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210208.019.

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Chu, Qingzhong, Yilin Liu, Liang Zhang, and Yi Yan. "Teaching Practice and Discussion of "Large Class Teaching, Small Class Discussion" Based on Multiple Courses." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.31.

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Zhang, Caiyun. "Practical Discussion of Dialogue-based Teaching Model in College English Teaching." In 2016 International Conference on Education, Management Science and Economics. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemse-16.2016.46.

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Wang, Bing, Youyikang Wang, Jingying Cao, and Zhenchang Liu. "Discussion on Interdisciplinary Teaching Innovation Based on Labview." In 2018 International Conference on Management, Economics, Education and Social Sciences (MEESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/meess-18.2018.32.

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Xu, Yun, and Biwei Li. "A Discussion on Sphygmus-Based Teaching Quality Evaluation." In AASRI Winter International Conference on Engineering and Technology (AASRI-WIET 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/wiet-13.2013.49.

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Shi, Lei. "Discussion on Experiment Teaching of Power Electronics Based on Project Driving Teaching." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.325.

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Ni, Zhao. "Discussion on Case Teaching Method Based on Computational Thinking in Programming Teaching." In 2017 International Conference on Social science, Education and Humanities Research (ICSEHR 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icsehr-17.2017.9.

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Li, Guocheng, and Peimin Zhao. "Discussion on Teaching Reform Based on Logistics Management Course." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.34.

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Su, Yonggang, and Lanlan Huang. "Discussion on computer and network based foreign language teaching." In 2013 International Conference on Future Computer and Information Technology. WIT Press, 2013. http://dx.doi.org/10.2495/icfcit130861.

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Reports on the topic "Discussion based teaching"

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Westra, Brian, and Dean Walton. Teaching Ecology Data Information Literacy Skills to Graduate Students: A Discussion-Based Approach. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315480.

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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning and teaching were used in a form of blended learning, a combination of online and in-person lesson delivery, to help low-performing students in disadvantaged areas. Nevertheless, teachers in developing countries, like Cambodia, were caught unprepared when schools were suddenly shut down and education had to be moved away from traditional in-person classrooms. It is likely that the mere supply of online learning is not sufficient to induce take-up, student engagement and effective learning. Understanding online learning and teaching practises as well as their technological readiness can be indispensable for future policy discussions on how to make education systems more resilient against future shocks and uncertainties. This study intends to review alternative teaching methods during the Covid-19 pandemic and examine teacher readiness in adopting educational technology (edtech) for online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. This study employs descriptive statistics to examine teaching practises and teacher readiness, while regression analysis is used to identify factors correlated with teacher readiness for online teaching. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Data analysis draws on the surveys of 687 teachers at 43 secondary schools in 10 Cambodian provinces, primarily collected by CDRI and the MoEYS in November 2021. Interviews were conducted remotely by ten trained enumerators via Zoom, Telegram, and telephone. The response rate was 86.17 percent. The findings show that nearly all the sampled teachers experienced teaching online during the school closure, although about a third of them had completely returned to physical in-person teaching at the time of the interview. Although a good share of teachers adopted both synchronous and asynchronous teaching approaches for their online teaching, more than half of teachers who taught online used only one approach (either synchronous or asynchronous). Male teachers at resource schools in urban areas are more likely to use both approaches for their online teaching. The most popular platforms used for synchronous teaching are Google Classroom and Zoom, although some teachers also use Facebook Messenger and Telegram for their live sessions. A concern about the quality of classroom teaching is that nearly 30 percent of those who used a synchronous approach did not prepare new teaching materials other than what they normally used in traditional in-person classrooms. For asynchronous teaching, providing worksheets and reading materials are the most common practises, while very few teachers developed videos or PowerPoint slides for their students. To prepare themselves for online teaching, teachers took part in capacity development activities, mostly in the form of training workshops or seminars, yet about 20 percent of teachers reported that they did not participate in any capacity development activities during the pandemic. A majority of teachers have access to computers, but most of them used smartphones for online teaching. Another noticeable trend is that a large percentage of teachers have access to school computers and other facilities, but not many of them use the available resources. Based on Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic the TPACK instrument, Cambodian secondary teachers think their pedagogical and content knowledge is relatively high at 3.92 and 3.88 respectively. However, their technological knowledge is low at 2.87. In other words, Cambodian teachers are not very familiar with technology in general but are more confident in their knowledge of pedagogy and subject content. The regression analysis suggests that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while initial pre-service and in-service training are found to have little to no influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. As expected, teachers in Phnom Penh are likely to be more ready for online teaching, but to our surprise, teachers at resource schools exhibit a lower level of readiness than their peers at general schools. Based on the findings, this study offers some implications for policy discussion and suggestions for further studies. First, there is a need to revisit teacher training curricula and examine if more edtech courses should be introduced in the programs. The MoEYS should also consider providing systematic in-service training courses on edtech for practising teachers, in particular for female and older teachers. Second, online learning is unlikely to stay after the pandemic, as a majority of schools and teachers have completely returned to the physical classroom as normal. The MoEYS should make extra efforts to keep the online approach as a part of learning and teaching. Third, there should be a further investigation into the reasons behind the underutilisation of school resources and how these resources can be effectively put to use. The finding that teachers at resource schools are less prepared raises more questions than answers. Since this is a correlational study, more rigorous studies using quasi-experiment should be done to assess the effectiveness of school resources.

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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.

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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.

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Kolo, Castulus, Ute Masur, Merle Emre, and Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.

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Waziri, Nafisa, Abdal Mufti, Sharanya Ramesh Vasudevan, Iman Beoku-Betts, and Oluwatomisin Oyedele. Sierra Leone Digital Learning Landscape Analysis: Developing the National Digital Learning Strategy. EdTech Hub, 2025. https://doi.org/10.53832/edtechhub.1053.

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In 2024, the World Bank submitted a request to EdTech Hub's Helpdesk to support the Government of Sierra Leone in developing a National Digital Learning Strategy. The Hub initiated the process with the creation of this digital learning landscape analysis. The report identifies achievements and progress to date, as well as key challenges and priority areas going forward. It is based on primary and secondary data collection methods, including key informant interviews, focus group discussions, and a comprehensive desk review. Other relevant sources to gain insight into existing EdTech initiatives, interventions, and challenges within the country were also reviewed. Keywords: EdTech; National Digital Learning Strategy; landscape analysis; Ministry of Basic and Senior Secondary Education; Teaching Service Commission. An output of the EdTech Hub, https://edtechhub.org/

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Rivera, John Paolo, Leih Maruss Sinsay-Villanueva, Ivan Harris Tanyag, Jenard Berroya, Glenda Darlene Garcia, and Valerie Lim. Revitalizing the Philippine Education System: Facilitating Access and Participation to In-Service Training (INSET) and Teacher Professional Development (TPD). Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.14.

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Teaching quality is considered one of the foundations of student achievement and institutional performance. Consequently, linking in-service training (INSET) and teacher professional development (TPD) to student outcomes has been at the forefront of education research. This inquiry focuses on how to improve accessibility and participation in INSET and TPD programs to enhance teaching quality and revitalize the Philippine education system. Accessibility issues, allocation practices, and implementation challenges of INSET and TPD programs are examined. By triangulating data from document reviews with insights gathered from key informant interviews with sector experts and focus group discussions with teachers, key gaps that hinder the achievement of intended outcomes are highlighted. Findings reveal that while training opportunities exist and needs assessments are in place, outcomes are impeded by inequitable access, inconsistent funding, and a lack of alignment with evolving pedagogical needs. Moreover, logistical barriers, such as geographic constraints and workload concerns, prevent full participation in TPD programs. To address these challenges, comprehensive recommendations for the Department of Education (DepEd), policymakers, and educational institutions are presented, aimed at ensuring equitable access to INSET and TPD programs through increased funding, integration of digital learning tools, and institutionalization of sustainable training frameworks. Educational institutions can implement school-based professional learning communities, strengthen mentorship programs, and encourage data-driven approaches to professional growth. By enhancing INSET and TPD programs through strategic reforms and evidence-based interventions, the Philippines can cultivate a high-quality teaching workforce capable of addressing the evolving landscape and demands of 21st-century education. A renewed commitment to teacher development will not only enhance instructional quality but also pave the way for a more inclusive, innovative, and resilient education system that empowers both teachers and learners.

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Hwa, Yue-Yi. Opportunities for Changing Teacher Norms Vary by Underlying Factors in Teachers’ Selves, Situations, Standards, and Society. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/130.

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What do the factors underlying teacher norms imply about opportunities for changing those norms that hinder children’s learning? I address this question by analysing the transcripts of interviews that I conducted with 14 pairs of interlocutors from various contexts (with a focus on the Global South), each of whom had complementary expertise related to teacher norms. Based on this analysis, I develop a conceptual framework for mapping the factors that sustain teacher norms across four domains of teachers’ experiences: selves (“what I value”), situations (“what can be done”), standards (“what those in charge expect”), and society (broader influences). Different configurations of underlying factors across these domains can lead to different types of norms: coherent norms, compromise norms, and contestation norms. Each of these types represents a different way in which teachers might respond to a top-down standard. I illustrate these between-type differences by discussing examples from the interviews of teaching narrowly to certain standards and of being absent from the classroom during scheduled lessons. Each type of norms offers distinct opportunities for change by influencing aspects of teachers’ selves, situations, and standards in particular ways. Additionally, one broader opportunity for change is reshaping societal narratives about education and the teaching profession.

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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individualised online learning before the course. In the adapted flipped classroom, additional guiding questions and power-point slides would be deployed. Students learn content online through e-worksheets and guided discovery before face-to-face classroom time. Students worked through activities, watched videos, navigate websites, read up on articles and answered questions posed to them in the lesson worksheets. In class, students would share their prior learning with each other and they would be encouraged to ask questions of each other and with the tutor. Concepts, theories, controversies and ambiguities will be discussed with the aid of power-point slides. The students in the control group would receive lectures through power-point slides during class time, and learning activities would be conducted. Students in the control group would have no pre-lesson learning activities. The effectiveness of the flipped classroom lessons will be assessed through newly developed surveys, focus group discussions and semi-structured interviews of participants in the experimental and control groups. Results will be analysed using paired sample t tests, ANCOVA and thematic analyses. Findings will enable the lecturers to review and re-design the flipped classroom lessons and thus make evidence based pedagogical changes for the following semester.

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