Relevant bibliographies by topics / Modular teaching

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  2. Dissertations / Theses
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Academic literature on the topic 'Modular teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Modular teaching"

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Marsha, R. Valencia. "Modular Approach in Teaching Science 10." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 99–106. https://doi.org/10.5281/zenodo.3892429.

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Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
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Lu, Jingrong. "Optimization Simulation of Balanced Distribution of Multimedia Network Modular Teaching Resources." Mobile Information Systems 2022 (September 14, 2022): 1–10. http://dx.doi.org/10.1155/2022/5348953.

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The balanced distribution of multimedia wireless network modular teaching resources is improved by optimizing and adjusting the balanced distribution of multimedia wireless network modular teaching resources. Based on block grid balanced scheduling and resource spectrum fusion, a balanced distribution method of multimedia wireless network modular teaching resources is proposed. A blockchain Internet of Things accesses control network architecture system for the balanced allocation of multimedia wireless network modular teaching resources established using the priority business scheduling method. Modular resource allocation of multimedia wireless networks and adaptive forwarding are adjusted to control the data packets. The bandwidth guarantee mechanism is used for the equitable allocation of multimedia wireless network modular teaching resources information flow. Multi-service hierarchical management of multimedia wireless network modular teaching resources spectrum is controlled by block grid balanced scheduling and resource spectrum fusion. The high-energy physical computing system structure is used to allocate the resource spectrum balance of the modular teaching resources of the multimedia wireless networks, ensuring the bandwidth requirements of various services. The classified management and balanced allocation of the multimedia wireless networks’ teaching storage, system, and teaching spectrum resources are made possible. The results of the tests show that this method effectively reduces the delay in the allocation of modular multimedia wireless network teaching resources, improves the utilization rate of modular multimedia wireless network teaching resources, and significantly improves their reading and writing performance.
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Enrique, Elisa S. "Preparedness and Challenges on Modular Teaching of Social Studies Teachers in Public Secondary Schools in Zambales, Philippines." International Journal of Thesis Projects and Dissertations 10, no. 3 (2022): 127–42. https://doi.org/10.5281/zenodo.7050703.

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<strong>Abstract:</strong> The purpose of this study was to assess the preparedness and challenges of teachers of Social Studies on modular teaching in public secondary schools in Zone 1, Schools Division Office of Zambales during SY 2020-2021. The study utilized the quantitative descriptive survey research design with questionnaire as the main instrument in gathering data from one hundred (100) teachers coming from the 18 Secondary Schools, teaching Social Studies who were randomly selected. The researcher found out that the teacher-respondent is female relatively young in her early adulthood, Teacher-I, graduate of masteral degree of education, teaching for almost two decades and had attended training related to modular teaching in the Division level. The teacher- respondents assessed &ldquo;Agreed&rdquo; on course/subject design, course communication, Time Management, and Technical Competence as dimensions on preparation of modular teaching. The respondents were &ldquo;Strongly Agreed&rdquo; on the perception towards challenges encountered in the implementation of modular learning approach. There is significant difference on Course/Subject Design, Course Communication and Time Management when grouped according to position profile variables. There is significant difference on the perception towards challenges encountered in the implementation of modular learning approach when grouped according to position and attendance to training related to modular teaching. There is positive moderate relationship between the level of challenges encountered and the level of preparedness in the implementation of modular learning approach. Project PROMOTE (PReparedness to Overcome challenges on MOdular TEaching) generally aims to develop skills of teachers to overcome challenges in modular teaching that contains sets of activities. <strong>Keywords:</strong> Preparedness, Challenges, Modular Teaching, Quantitative, Philippines. <strong>Title:</strong> Preparedness and Challenges on Modular Teaching of Social Studies Teachers in Public Secondary Schools in Zambales, Philippines <strong>Author:</strong> Enrique, Elisa S. <strong>International Journal of Thesis Projects and Dissertations (IJTPD)</strong> <strong>Vol. 10, Issue 3, July 2022 - September 2022</strong> <strong>Page No: 127-142</strong> <strong>Research Publish Journals</strong> <strong>Website: www.researchpublish.com</strong> <strong>Published Date: 05-September-2022</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7050703</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.researchpublish.com/papers/preparedness-and-challenges-on-modular-teaching-of-social-studies-teachers-in-public-secondary-schools-in-zambales-philippines</strong>
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Rahman, Inayat Ur, Sumreena Mansoor, Lubna Meraj, Mumtaz Ahmad, Mobina Ahsan Dodhy, and Hina Sattar. "Faculty Satisfication Regarding Modular Teaching." Journal of Rawalpindi Medical College 26, no. 1 (2022): 133–40. http://dx.doi.org/10.37939/jrmc.v26i1.1880.

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Introduction: Recently many medical institutes have been shifted to integrated curriculum; however, the implementation of integrated curriculum has faced problems due to both faculty and student’s satisfaction. Though faculty gives value to it, still certain believe that it’s not as effective as the traditional system. This study aims to evaluate the satisfactory level regarding modular teaching among faculty members at three different medical institutes in Pakistan. Material and Methods: This was a descriptive study where the senior faculty members from three different medical institutes were included. After written consent from participants the data was collected through semi-structured questionnaire. Total of 88 faculty members were included through convenient sampling technique. Data analyzed by SPSS version-22. Results: Overall 50% participants agreed that strength of modular teaching is the integration process &amp; clinical application. 38% agreed that modular teaching provides better understanding &amp; clarity of concepts. Regarding weaknesses 44% agreed that modular teaching requires more trained faculty, 27% said that more resources are required. On the other hand, 84% showed satisfaction that students get more benefits from modular teaching as compare to conventional teaching &amp; 72% agreed that teacher biasness is less, 82% agreed that students become a lifelong learner, 85% agreed that more applied knowledge is delivered through this system.Conclusion: The majority of participating faculties were satisfied with modular teaching as it has a good clinical application, provides better understanding &amp; a student-centered approach.&#x0D;
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Bosworth, David A. "Teaching Creation: A Modular Approach." Teaching Theology & Religion 10, no. 4 (2007): 231–34. http://dx.doi.org/10.1111/j.1467-9647.2007.00376.x.

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Du, Yuhong, Shujun Xu, and Chengcheng Li. "Exploration and Practice of Modularized Teaching Mode for Modern Communication Technology Specialty in Higher Vocational Colleges." Education Reform and Development 7, no. 2 (2025): 250–58. https://doi.org/10.26689/erd.v7i2.9799.

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With the ongoing upgrading and structural adjustments in the information and communication industry, professional development in higher vocational education has fallen behind industrial advancements. The teaching faculty lags behind industry requirements, and student skill training does not fully meet the technical demands of enterprises. This paper explores the modularized teaching mode and methodology for modern communication technology through a cooperative professional teaching team. By analyzing enterprise needs, the study aims to enhance and restructure the modular curriculum system, cultivate a modular teaching team, develop modular teaching resources, and establish training bases both on and off campus to support modular teaching. These efforts will drive reforms in the modular teaching mode and methods for modern communication technology, align with industrial upgrades, improve talent training quality, strengthen social service capabilities, and meet the demands of regional economic development.
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Jonibekovna, Nishonova Dilnavoz. "The Role Of Module Teaching System In Increasing Lesson Efficiency." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 140–44. http://dx.doi.org/10.37547/tajssei/volume03issue05-25.

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This article analyses the work being done and achievements in the field of modular training, which is one of the most pressing issues in the education system of the country. The requirements and rules required for modular training, the purpose and essence of modular training technology are explained.
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Jie, Chen. "Research on the Construction of Modular Curriculum Teaching for Speech and Eloquence." Journal of Business and Marketing 1, no. 6 (2024): 1–5. https://doi.org/10.62517/jbm.202409601.

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Modular teaching based on team collaboration is an important task in the reform of national vocational education. Taking the course "Speech and Eloquence" as an example, this paper explores the application and practice of modular teaching strategies in higher vocational education through modular curriculum reform, which aims to leverage the initiative and creativity of the teaching team. It addresses issues such as monotonous course evaluation, single teacher resource, and homogeneous content. the paper provides a valuable reference for the construction of modular courses in higher vocational education.
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Jacques García, Fausto Abraham, Sandra Luz Canchola Magdaleno, and Gloria Nelida Avecilla Ramírez. "Sistema de Criptografía Simétrico para la Enseñanza de las Matrices Inversas Modulares." Tecnología Educativa Revista CONAIC 3, no. 3 (2021): 57–62. http://dx.doi.org/10.32671/terc.v3i3.120.

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El presente artículo describe la enseñanza de las matrices inversas modulares usando el algoritmo de criptografía simétrica Hill Cipher y su implementación en dispositivos móviles con Sistema operativo Android. El proceso de descifrado en el algoritmo Hill Cipher involucra el cálculo de matrices inversas modulares. El objetivo de este trabajo es la enseñanza del cálculo necesario para la obtención de matrices inversas modulares a estudiantes de licenciatura en las áreas de las ciencias computacionales a través del proceso de descifrado en la criptografía simétrica. Se realizó un experimento con dos grupos de estudiantes, el grupo experimental y el grupo de control. Se aplicó una prueba en ambos grupos para determinar el aprendizaje de los estudiantes. Un análisis comparativo entre ambos grupos muestra un incremento en el desempeño del grupo experimental en el cálculo de las matrices inversas modulares.&#x0D; This article describes the teaching of modular inverse matrices with the symmetric cryptographic algorithm Hill Cipher and its implementation on mobile devices with Android Operative System. The decryption in the Hill Cipher algorithm involves the calculus of modular inverse matrices. The goal of this paper is the teaching of modular inverse matrix calculation to undergraduate students of Computer Sciences through the decryption in symmetric cryptography. An experiment was conducted on two groups of students, the control and the experimental groups. To measure student learning, a test was applied to both groups. Comparison of control and experimental groups results show an increase in student performance for the calculation of modular inverse matrices.&#x0D;
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Wang, Qiongyu. "Practice of the Modular Teaching Model for College English Courses of the Real Estate Major in Polytechnic Colleges Based on the PGSD Competency System." Scientific Journal Of Humanities and Social Sciences 7, no. 5 (2025): 127–35. https://doi.org/10.54691/f70kwr44.

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In recent years, with the deepening of the reform of the practical English course construction in higher vocational colleges, the original universal teaching content of the course can no longer meet the needs of the development of the times and the professional development of students, and the traditional teaching model of practical English in higher vocational colleges urgently needs to be innovated. Taking the "Practical English" course, which is a basic college English course for the real estate major in higher vocational colleges, as an example, based on the comprehensive vocational competence system obtained by the PGSD competence analysis model, this paper explores the specific content of modular curriculum construction, including the flexible selection of "modular" teaching content, the "modular" construction of teaching resource library, the pre-module learning situation test, and the "modular + digital" integration of textbooks, providing case demonstration and experience reference for the modular teaching reform of other public basic courses.
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Dissertations / Theses on the topic "Modular teaching"

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Ball, David Howard Tekach-Ball Mara Roxanne. "A modular approach to human rights teaching /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1074096x.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.<br>Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Heidi Hayes Jacobs, Paul Byers. Bibliography: leaves 302-309.
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MARANHÃO, Antonio Augusto Rodrigues de Albuquerque. "Design of a modular multiparadigm programming language for teaching programming concepts." Universidade Federal de Pernambuco, 2004. https://repositorio.ufpe.br/handle/123456789/2468.

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Made available in DSpace on 2014-06-12T15:58:29Z (GMT). No. of bitstreams: 2 arquivo4579_1.pdf: 1011460 bytes, checksum: 01e8646fc6f336c9eb54adf769b7baf0 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2004<br>A criação de uma linguagem de programação pode ser comparada ao desenvolvimento de um sistema computacional. Sendo assim, o projeto e a implementação da linguagem devem atender a um conjunto de requisitos. Alguns deles estão relacionados às propriedades que a linguagem desenvolvida deve apresentar, como expressividade, capacidade de aprendizagem e produtividade. Outro grupo de requisitos compreende aqueles comuns ao desenvolvimento da maioria dos softwares, como extensibilidade, modularidade e reuso de código. Este segundo grupo de requisitos pode ser obtido através do uso de técnicas modernas de engenharia de software. Neste trabalho, apresentamos o desenvolvimento de uma linguagem multiparadigma modular que faz uso de programação Orientada a Objetos, design patterns e um paradigma de programação mais recente chamado Programação Orientada a Aspectos. A linguagem, que também pode ser vista como um conjunto de linguagens, é desenvolvida de maneira incremental, partindo de uma simples linguagem de expressões até linguagens mais complexas representando alguns dos mais representativos paradigmas de programação, finalizando com o desenvolvimento de linguagens multiparadigmas. Esta família de linguagens é criada através da integração de componentes que representam conceitos de programação. A modularidade obtida através do design proposto possibilita o reuso destes componentes na criação de diferentes linguagens, mesmo que pertencentes a diferentes paradigmas. Adicionalmente, é possível a evolução ortogonal das linguagens, já que a inclusão de novos conceitos é obtida através da simples inclusão dos componentes correspondentes, sem comprometer o funcionamento dos componentes já utilizados. A abordagem proposta para o design e implementação da linguagem também se mostrou bastante útil no ensino de conceitos de programação, já que oferece um ambiente uniforme e extensível para a prática e exploração dos conceitos pelos estudantes. Dessa forma, os estudantes não precisam lidar com diferentes notações e ambientes de desenvolvimento ao abordarem conceitos relacionados a diversos paradigmas
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Tridapalli, Marília Pelinson. "Sugestões de práticas de ensino de geometria utilizando origami modular." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55136/tde-12042017-153833/.

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O presente trabalho contém sugestões de práticas de ensino, utilizando o origami modular, que podem ser aplicadas nas aulas de geometria do Ensino Fundamental. As práticas foram desenvolvidas de maneira que o professor possa enriquecer suas aulas gastando pouco tempo no preparo, e apresentam objetos manipuláveis que tornam o processo de ensino-aprendizagem mais atrativo e significativo. Apresentamos todo o processo de elaboração dos módulos e seus respectivos encaixes para a construção, usando origami modular, dos cinco Poliedros de Platão utilizados nas propostas de práticas de ensino.<br>This study suggests the origami modular as a teaching method to be used in Geometry class of Elementary School. The origami modular technique was developed for educators to advance their teaching approaches with hands-on activities without spending too much time to prepare for class, producing a more interactive and attractive learning-teaching process. In this study, we will describe the entire procedure to create and to build the modules with its corresponding parts using the origami modular originated from the five Platonic solids proposed in teaching methods.
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Zender, Fabian. "An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51822.

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The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can satisfy all job requirements. This problem is especially pronounced in the manufacturing sector where a critical skills gap has developed, a problem that is exasperated by workforce demographics. A large number of employees across the various manufacturing sub-disciplines are eligible to retire now or in the near future. This gray tsunami requires swift action as well as long lasting change resulting in a workforce pipeline that can provide Science, Technology, Engineering, and Mathematics (STEM) majors in sufficient quantity and quality to satisfy not only the needs of STEM industries, but also of those companies outside of the STEM sector that hire STEM graduates. The research shown here will identify overt symptoms describing the capability gap, will identify specific skills describing the gap, educational causes why the gaps has not yet been addressed or is difficult to address, and lastly educational remedies that can contribute to closing the capability gap. A significant body of literature focusing on engineering in higher education has been evaluated and findings will be presented here. A multidisciplinary, collaborative capstone program will be described which implements some of the findings from this study in an active learning environment for students working on distributed teams across the US. Preliminary findings regarding the impact of these measures on the quantity of engineers to the US economy will be evaluated.
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Mendes, Luiz Carlos Conrado. "Os números no nosso dia a dia e algumas de suas aplicações no ensino básico." Universidade Federal do Amazonas, 2015. http://tede.ufam.edu.br/handle/tede/4250.

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Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-06-18T21:11:32Z No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5)<br>Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-06T18:18:27Z (GMT) No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5)<br>Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-06T18:22:43Z (GMT) No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5)<br>Made available in DSpace on 2015-07-06T18:22:43Z (GMT). No. of bitstreams: 1 Dissertação-Luiz C C Mendes.pdf: 1127626 bytes, checksum: 3867dce3c1616f07fa4984ef6374d5d5 (MD5) Previous issue date: 2015-02-04<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This paper aims to introduce students and teachers of basic mathematical education some resolutions of problems in the field of arithmetic which can benefit the teachinglearning process. Initially, it will be addressed the divisibility with their properties and criteria. This is done after a presentation of Euclidean division and its applications in basic education. Moreover, it will be presented a brief theoretical background based on the concept and the operational properties of modular congruence with their residue classes, followed by their applications. Finally, it will be presented a brief history of the numbers in the calendars.<br>A presente dissertação tem como objetivo principal apresentar a alunos e professores de matemática do ensino básico algumas resoluções de problemas no campo da aritmética que pode beneficiar o processo ensino-aprendizagem. Serão abordados inicialmente a divisibilidade, com suas propriedades e seus critérios, após apresentação da divisão euclidiana e suas aplicações no ensino básico. Além disso, será apresentado um breve embasamento teórico, pautado no conceito e nas propriedades operacionais da congruência modular com suas classes residuais, seguido de suas aplicações. No final, será feito um breve histórico dos números nos calendários.
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Гарбузова, Вікторія Юріївна, Виктория Юрьевна Гарбузова, Viktoriia Yuriivna Harbuzova, Людмила Олександрівна Лось, Людмила Александровна Лось та Liudmyla Oleksandrivna Los. "Практично орієнтоване викладання фізіології на етапі впровадження кредитно-модульної системи навчання". Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/4345.

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Stalljohann, Patrick Wilhelm [Verfasser]. "A generic platform for Open Assessment Management in higher education : a modular architecture for assessment management within a centrally hosted learning and teaching portal / Patrick Wilhelm Stalljohann." Aachen : Hochschulbibliothek der Rheinisch-Westfälischen Technischen Hochschule Aachen, 2012. http://d-nb.info/1028004540/34.

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BHIRI, MED TAHAR. "Programmation par assemblage de composants logiciels : application a l'enseignement assiste par ordinateur." Nice, 1988. http://www.theses.fr/1988NICE4251.

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Presentation d'une double evaluation des techniques actuelles employees en eao et genie logiciel susceptibles d'etre utilisees pour developper des logiciels d'enseignement. Dans un deuxieme temps, une architecture modulaire de construction de didacticiels est presentee: amcd, structuree en couches, basee sur les principes les plus modernes de genie logiciel et concue comme une extension a un systeme d'exploitation de type unix
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Toassi, Ramona Fernanda Ceriotti. "O embate do processo de implantação de um currículo modular na educação superior : o curso de odontologia da UNIPLAC, Lages - SC." Pontifícia Universidade Católica do Rio Grande do Sul, 2008. http://hdl.handle.net/10923/2848.

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Made available in DSpace on 2013-08-07T18:50:44Z (GMT). No. of bitstreams: 1 000408223-Texto+Completo-0.pdf: 3768115 bytes, checksum: 877be9e280e10a4e349e7a858d529ce7 (MD5) Previous issue date: 2008<br>The aim of the present study was to comprehend the ongoing process of construction and implantation of an integrated curriculum for graduation in dental education, according to the National Curricular Guidelines, in a community university in the south of Brazil. In this sense, it was evaluated the expectations of the engaged students, professors, and the management group of the university. It was employed a qualitative methodology of case study based on the testimonies of the subjects moved ahead on the curricular reform for the graduation degree in Odontology of the Universidade do Planalto Catarinense (UNIPLAC) in Lages, State of Santa Catarina. Data were gathered along 9 months by direct interviews to all the selected participants belonging to the groups of undergraduate students (from the new integrated curriculum), assistant and full professors (from different professional working areas), and members of the directive group in different hierarchical positions. Besides this approach, research data included documental analysis and notes in regard to direct in loco observations. The writing discursive analysis technique was employed as proposed by Moraes and Galiazzi (2007). Results were grouped in the following categories: 1) The curricular reform process: one possible proposal for changing graduation standards; 2) Process-related stress: differences between the imagined theory and the perceived truth (Integration: the crucial condition for an integrated curriculum/ Organization or lack of organization/ Dentists as professors or professors that are also dentists: teaching (non-)capacities of the professors of Odontology; Exams, lessons and curriculum: difficulties for the integration/ Where is the Odontology course coordination group? The new and emergent fact: the challenger changing); 3) The development of the process and its forward steps;4) The ongoing experience of an integrated curriculum: a continuous process of learning and overcoming; 5) The graduation in Odontology at UNIPLAC: what can be foreseen? There was a long and complex process for the elaboration of the new curricular structure, mainly due to the motivation and participation of the professors engaged in the Odontology course. For them and the students, it was not an easy way to realize the rationale of the new curricular proposal. Even though, students from different graduation years felt themselves well adapted to the integrated curriculum and high rated their experience with the new curriculum when asked to. Main limitations that were noted included: - lack of integration, organization and dialogue within and among the modular themes; - professors’ lack of knowledge of the new integrated curriculum proposal; - how is the Univeristy policy for the professor application and selection procedure; - difficulties when evaluating students’ performance; - lack of pedagogical expertise for the course coordinator position; and, - lack of adequate training for the Odontology docent staff prior to and after the beginning of the new integrated curriculum. There is a clear need for redirecting this process of curricular reform aiming a more reliable and consistent way as well as a more participative and collective administration of the UNIPLAC.<br>O propósito da presente pesquisa foi compreender o desenvolvimento do processo de construção e implantação de um currículo modular para o Curso de Odontologia, baseado nas Diretrizes Curriculares Nacionais, em uma universidade comunitária no Sul do Brasil. Dentro desta temática, foi apresentada a perspectiva dos estudantes do curso, dos professores e da equipe diretiva da Universidade. A metodologia qualitativa utilizou um Estudo de Caso, cujo campo de investigação foram os depoimentos de participantes da reforma curricular no curso de graduação em Odontologia da Universidade do Planalto Catarinense (UNIPLAC), em Lages - SC. A coleta de dados aconteceu por meio de entrevistas, ao longo de nove meses, em que participaram os discentes de Odontologia (currículo modular), os docentes, em diferentes áreas de atuação e a equipe diretiva da Universidade (Coordenador de curso, o Chefe de Departamento e o Pró-Reitor de Ensino). Além das entrevistas, a coleta de dados incluiu a análise documental e a observação (registros em diário de campo). Os dados foram analisados por meio da Análise Textual Discursiva, proposta por Moraes e Galiazzi (2007). Os resultados estão reunidos nas seguintes categorias: 1) O processo de reforma curricular: a proposta possível de mudança na formação; 2) As tensões do processo: a diferença entre a teoria pensada e a realidade percebida (A integração: condição essencial no currículo modular / A organização ou a falta dela /Cirurgiões-dentistas professores ou professores cirurgiões-dentistas: o (des) preparo dos professores do curso de odontologia; Avaliações, aprendizagens e currículo: dificuldades de integração / A coordenação do curso de odontologia: onde está? O novo emergente: o desafio da mudança); 3) O caminhar do processo e seus avanços;4) A vivência do currículo integrado: um processo contínuo de aprendizagem e superação; 5) O curso de odontologia da UNIPLAC: o que vemos para o futuro? Foi observado um longo e complexo processo de elaboração da nova estrutura curricular, especialmente no que se referiu à participação e motivação de professores no colegiado do curso de Odontologia. Houve dificuldades no entendimento da proposta por professores e estudantes. Ainda assim, o método proposto foi bem recebido e avaliado pelos estudantes nos diferentes semestres do curso. Os nós de maior densidade do processo de mudança curricular incluem: - falta de integralidade, organização e comunicação dentro dos módulos e entre os módulos; - desconhecimento, por parte dos professores, da proposta curricular; - forma de contratação dos professores na instituição; - dificuldade no processo de avaliação dos estudantes; - despreparo do coordenador do curso; - falta de capacitações para o colegiado do curso de Odontologia (antes e após a implantação do novo currículo). Há necessidade da retomada responsável na condução do processo de reforma curricular e de uma gestão mais partilhada e coletiva na Universidade.
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Harper, Lisa M. "African American Male Community College Completion and Mode of Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/543.

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Despite innovative policy and pedagogical transformations, postsecondary achievement gaps continue to exist between African American males and other students. Low college credential completion rates by African American males have prevented an East Texas community college from meaningful participation in the President's 2020 postsecondary education attainment goal of increasing U.S. college graduates by 5 million. The purpose of this quantitative study was to investigate a hypothesized connection between the independent variable, mode of instruction, and the dependent variables, mathematics course completion and college completion by African American males. Guided by Ogbu's cultural-ecological theory of minority school performance, a chi-square test of independence was used to compare 407 African American males who participated in the mode of lecture and 412 who participated in modular instruction. Findings included a significant relationship (p <.05) between mode of instruction and developmental mathematics completion (p = .000) with the lecture mode associated with higher achievement. No significant relationship existed between instructional mode and college credential completion (p = .503). These findings called the effectiveness of modular instruction into question and indicated that, at this research site, the instructional mode in developmental mathematics is insufficient to address the disparity in college completion rates of African American males. These results informed a policy recommendation paper, written to help local college administrators better understand African American male remedial math and college credential completion rates. This study contributes to positive social change by generating data-based local institutional policies that will promote African American male postsecondary achievement.
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Books on the topic "Modular teaching"

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Farmer, Mike. Science projects: A modular approach. 3rd ed. Applied Educational Technology, 1987.

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Bowles, David. GCSE maths: The modular course. Stanley Thornes, 1997.

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Jackson, Sherri L. Research methods: A modular approach. 2nd ed. Wadsworth/Cengage Learning, 2011.

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Leslye, Buchanan, ed. Modular mathematics for GCSE. 4th ed. Oxford University Press, 1999.

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Large, J. A. A modular curriculum in information studies. General Information Programme and UNISIST, United Nations Educational, Scientific and Cultural Organization, 1987.

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Rowlands, Gareth. Modular biology: Units B11 and B12 : AS Level. Welsh Joint Education Committee, 2001.

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Unesco, ed. El Enfoque modular en la enseñanza técnica. Oficina Regional de Educación de Unesco para América Latina y el Caribe, 1988.

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Forgan, Harry W. Teaching content area reading skills: A modular preservice and inservice program. 4th ed. Merrill Pub. Co., 1989.

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T, Mangrum Charles, ed. Teaching content area reading skills: A modular preservice and inservice program. 3rd ed. Merrill, 1985.

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Hackston, Ann. A modular approach to text processing. 2nd ed. Edited by Ramage Florence and Beynon Margot. Pitman, 1992.

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Book chapters on the topic "Modular teaching"

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Nagajek, Damian, Michał Rąpała, Kamil Wołoszyn, Krzysztof Turchan, and Krzysztof Piotrowski. "Modular Platform for Teaching Robotics." In Digital Interaction and Machine Intelligence. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37649-8_17.

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AbstractThe Fourth Industrial Revolution causes changes in the economy and shifts the job market demand towards workforce with high technical skills. To keep an undisturbed economic growth we have to encourage more young people to develop competences in STEAM (science, technology, engineering, arts and mathematics). This has met with a response from some education systems which have prepared special programmes focusing on developing technical skills among students. One of the desired field is robotics, which involves constructing and programming. We have already conducted some workshops for high school students in this subjects and we would like to find the correct teaching tools to attract primary school students. Our idea is to create a modular platform, which elements could be used as black boxes, to teach robotics to young children. We have noticed that Arduino based kits are a bit too complicated and we decided to test a LEGO Technic set equipped with an external microcontroller. We have verified the interest level of children and the difficulty and time needed for a teacher to master the whole teaching platform. According to our study, LEGO attracts students much more than Arduino and is easier in operation and less time consuming during classes for teachers.
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Möckel, Rico, Lucas Dahl, and Seethu M. Christopher. "Interdisciplinary Teaching with the Versatile Low-Cost Modular Robotic Platform EDMO." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18141-3_11.

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McHugh, Martin, Sarah Hayes, Aimee Stapleton, and Felix M. Ho. "RAw Communications and Engagement (RACE): Teaching Science Communication Through Modular Design." In Research and Practice in Chemistry Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6998-8_12.

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Wang, Fu Lee, Reggie Kwan, and Kenneth Wong. "An Effective Tool to Support Teaching and Learning of Modular Programming." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31398-1_8.

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Tobar, Johanna, Joffre Delgado, Brandon Muñoz, Bladimir Bacca, and Eduardo Caicedo. "Portable Robotic Modular Kit for Teaching Gestures in Children with ASD." In Lecture Notes in Electrical Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72212-8_16.

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Lin, Shasha. "Construction and Implementation of Laboratory Course Scheduling System for Modular Teaching." In Atlantis Highlights in Computer Sciences. Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-502-7_25.

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Xu, Yan-feng. "Study on Modular Teaching Mode for the Course of Advertising Design Basis." In International Asia Conference on Industrial Engineering and Management Innovation (IEMI2012) Proceedings. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38445-5_62.

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Zheng, Bin, Yongqi Liu, Ruixiang Liu, and Jian Meng. "Research on Opening Modular Experiment Teaching in Pyrology Elements Based on Network Resources." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_25.

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Filipović, Jelena. "Modular Approach to Minority Language Teaching/Learning: “Knowledge at the Heart of Learning”". У Едиција Филолошка истраживања данас. Универзитет у Београду, Филолошки факултет, 2017. http://dx.doi.org/10.18485/fid.2017.7.ch23.

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Tetzlaff, Thomas, and Ulf Witkowski. "Modular Robot Platform for Teaching Digital Hardware Engineering and for Playing Robot Soccer in the AMiREsot League." In Advances in Autonomous Mini Robots. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27482-4_13.

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Conference papers on the topic "Modular teaching"

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Vijay, Alka, Vishnu Vandana Devi V, Ritu Sharma, Vichitra Sivaji, P. SriMadhavi, and Akhmedova Gulnoza Mukhtarovna. "Optimizing Composite Verbal English Teaching Through Modular Design." In 2025 First International Conference on Advances in Computer Science, Electrical, Electronics, and Communication Technologies (CE2CT). IEEE, 2025. https://doi.org/10.1109/ce2ct64011.2025.10941103.

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Aßenmacher, Matthias, Andreas Stephan, Leonie Weissweiler, et al. "Collaborative Development of Modular Open Source Educational Resources for Natural Language Processing." In Proceedings of the Sixth Workshop on Teaching NLP. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.teachingnlp-1.6.

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Papadimitropoulos, Nikolaos, and Dionysios Toumazatos. "A PARTIALLY MODULAR ARDUINO-BASED INSTRUMENT FOR TEACHING CHEMISTRY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0568.

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Sinche, Julio, Jimm Cisneros, Diego Arce, Jose Balbuena, and Elizabeth Villota. "PlatROB: A Low-Cost Modular Platform for Teaching Mobile Robotics and AI to Undergraduate Mechatronic Engineering Students." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893459.

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Rodriguez, Carlos F., and Carlos A. Zarama. "Modular System for Teaching Kinematics Control of Robot Manipulators." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82117.

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One of the main drawbacks for teaching kinematics of robot manipulators is the cost of the experimental platform, which has to be composed by robot manipulators of different structures. In this work, a modular system for experimentation of manipulators kinematics is presented. The system consists of rotational and translational modules. Each module is a robotic link with one controlled degree of freedom. The modules can be linked together by a simple fixture, such that, the actuator of a module is attached to a fixed point of the previous one, forming the open chain structure. Up to three modules can be chained together, producing a 3 DOF manipulator. The appropriate electronics were developed for control and communication of the modules with a computer, via the serial or the USB port. A software program, with basic synchronized control capabilities, completes the system, enabling the execution of joint trajectories. The system is complemented with additional modules for construction of sub-actuated robots.
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Derby, Stephen, and Clay Cooper. "Teaching Modular Automation Concepts." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/cie-5505.

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Abstract Teaching a course on Modular Automation Concepts (MAC) for the automation field has been twice accomplished. In order to demonstrate the MAC strategies, the packaging automation industry is reviewed to find new opportunities for production machines. Student teams then designed new machines using MAC techniques. Samples of project results are summarized.
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Galkin, Ilja, and Juhan Laugis. "Modular Approach to Training Hardware Design for Modular Teaching." In 2006 12th International Power Electronics and Motion Control Conference. IEEE, 2006. http://dx.doi.org/10.1109/epepemc.2006.283105.

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Galkin, I., and J. Laugis. "Modular Approach to Training Hardware Design for Modular Teaching." In 2006 12th International Power Electronics and Motion Control Conference. IEEE, 2006. http://dx.doi.org/10.1109/epepemc.2006.4778652.

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Mosses, Peter D. "Teaching Semantics of Programming Languages with Modular SOS." In Teaching Formal Methods: Practice and Experience. BCS Learning & Development, 2006. http://dx.doi.org/10.14236/ewic/tfm2006.12.

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Omeleze, Stacey, Vreda Pieterse, and Fritz Solms. "Teaching Modular Software Development and Integration." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science and Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-2195_cseit15.25.

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Reports on the topic "Modular teaching"

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Bibeault, Mark. Basic Design Layout of a Modular Pumped Hydro Teaching Unit. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1734688.

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Baughman, Sue, Ava Brillat, Gordon Daines, et al. Building a Community of Assessment: Final Report of the Research Library Impact Framework Pilot Initiative. Association of Research Libraries, 2023. http://dx.doi.org/10.29242/report.rlif2023.

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The Association of Research Libraries (ARL) Research Library Impact Framework (RLIF) pilot initiative, established in 2019, has released its final report, Building a Community of Assessment. The report details the research projects, findings, and lessons learned conducted under the pilot phase of this framework. It also includes information about the framework itself as a means to explore and learn about research library impacts. Finally, the report identifies next steps and potential considerations for any future implementation. The RLIF provides a structure to examine library services, operations, impact, and alignment with institutional mission and goals across four critical areas: Research and Scholarly Life Cycle; Teaching, Learning, and Student Success; Collections; and Physical Space. The full framework includes 185 potential research questions across these critical areas. However, the framework is also meant to be flexible and modular, allowing for modifications and adjustments based on salient issues facing research libraries. In this way, the framework serves as a tool to organize and prioritize research efforts.
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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.
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Iatsyshyn, Andrii, Anna Iatsyshyn, Valeriia Kovach, et al. Application of Open and Specialized Geoinformation Systems for Computer Modelling Studying by Students and PhD Students. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4460.

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The article contains research on use of open and specialized geoinformation systems to prepare students and postgraduates on specialties: 101 “Environmental Sciences”, 103 “Earth Sciences”, 122 “Computer Sciences”, 183 “Environmental Technologies”. Analysis of the most common world open geoinformation systems is done. Experience of geoinformation systems use for students and postgraduates teaching for different specialties is described. Predominant orientation towards the use of geoinformation systems in educational process is determined based on the analysis of scientific publications and curricula of the most popular Ukrainian universities. According to the authors the material that is given narrows knowledge and skills of students and postgraduates, particularly in computer modeling. It is concluded that ability of students and postgraduates to use geoinformation systems is interdisciplinary. In particular, it develops knowledge and skills in computer modeling of various processes that may arise in the further professional activity. Examples of professional issues and ways to solve them using geoinformation systems are given. Recommendations are given on the use of open and specialized geoinformation systems in the educational process. It is recommended to use both proprietary (ArcGis, MapInfo) and open GIS (uDIG, QGIS, Whitebox GAT) to teach students. Open GIS (uDIG, QGIS, Whitebox GAT) and specialized (Modular GIS Environment, GEO + CAD, GeoniCS, AISEEM) can be used to teach both students and postgraduates.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Tkachenko, Tatyana, Evgeny Silchuk, Lidiya Neupokoeva, et al. Information technologies in pedagogy: the information educational environment of the Medical University. SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0787.29012024.

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The electronic educational resource is designed for teachers to master the theoretical foundations and practical skills of using information technology in the educational process and education management, as well as the application of various models of e-learning (EE) and distance learning technologies (DOT) in teaching practice. The electronic educational resource provides for the study of the regulatory framework governing the use of information and distance learning technologies in the education system. Formation and improvement of skills in using the tools of the digital educational environment of the medical university in the context of the transformation of distance learning. The course contains 2 modules MODULE 1. Information technology in education management. MODULE 2. Information technology in the educational process
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Lamar, Traci A. M. Teaching Critical Color Concepts through an Online Learning Module. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1915.

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Ghosh, Atisha. Moving to online teaching for a final year module. The Economics Network, 2021. http://dx.doi.org/10.53593/n3366a.

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Holt, Sierra B. Using Costume Collection Artifacts for Historic Style Trends Teaching Modules. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1834.

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Donnelly, Alan, and Caroline Heaton. A Process and Impact Evaluation of a University’s Module Evaluation Questionnaire (MEQ). Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/steer/meq_evaluation.

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In 2020/21, a review was commissioned by Sheffield Hallam University’s Leadership Team into the Module Evaluation Questionnaire (MEQ) to find out what difference it was making and how the data was being used. A range of evidence was gathered and drawn upon for this mixed-methods evaluation, including: online focus groups and interviews with 60 module leaders across three colleges; an online reflective activity with teaching and learning (T&amp;L) portfolio leads from 10 departments; interviews with 19 student course representatives; monitoring data and other evidence; and findings from literature and research across the sector. The steady fall in response rates in recent years, not just when the delivery of MEQs changed from paper to online, had limited the use of the data and its ability to fulfil its intended purposes in relation to quality assurance and quality enhancement. The standardised design of the MEQ was seen as a factor that restricted its potential usefulness, with many module leaders and some T&amp;L portfolio leads and, to a lesser extent, students stating that the MEQ should be more reflective of the complexity of their modules. Relevant literature highlighted a range of factors that are helpful in promoting questionnaires to students, but the findings of this evaluation suggested that there was a limit to how much effect these practices had. Some practices were perceived to be harder to implement when teaching and learning was delivered predominantly in an online environment. According to module leaders, the switch to online delivery of MEQs a few years before made it harder to personalise and explain their purpose and value to students. Some student reps were motivated to take part in the MEQ process, but others were reluctant to engage. There is a need to strengthen evaluation capacity building at all levels, of which a key component is to provide more guidance about interpreting and analysing students’ responses, particularly when response rates are low. Recommendations are provided to address specific issues identified from the evaluation findings.
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