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Relevant bibliographies by topics / Teaching and learning methods

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Academic literature on the topic 'Teaching and learning methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 June 2025

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Journal articles on the topic "Teaching and learning methods"

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Khairnar, C. M. "Advance Pedagogy: Innovative Methods of Teaching and Learning." International Journal of Information and Education Technology 5, no. 11 (2015): 869–72. http://dx.doi.org/10.7763/ijiet.2015.v5.629.

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George, Marius T. "Teaching Hand Washing Techniques in a Community Using Innovative Teaching-Learning Methods." Asian Pacific Journal of Health Sciences 3, no. 3 (2016): 167–72. http://dx.doi.org/10.21276/apjhs.2016.3.3.25.

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Bourner, Tom. "Teaching methods for learning outcomes." Education + Training 39, no. 9 (1997): 344–48. http://dx.doi.org/10.1108/00400919710192377.

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Fernando, Sithara YJN, and Faiz MMT Marikar. "Constructivist Teaching/Learning Theory and Participatory Teaching Methods." Journal of Curriculum and Teaching 6, no. 1 (2017): 110. http://dx.doi.org/10.5430/jct.v6n1p110.

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Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in thecontext of our knowledge, but it is also much more that. In this study we have examined General Sir JohnKotelawala Defence University’s cadet and civilian students’ response to constructivist learning theory andparticipatory teaching methods, especially concepts and knowledge on the learning platform in the DefenceUniversity. Target population of this study represents 41 students. All students were given a questionnaire related toconstructivist learning theory and participatory teaching methods. The claims of constructivist teaching/learningtheory that this paper has singled out are the following: 1) learning is an active experience; 2) the ideas students holdabout the subject and topic being taught will form a part of their learning experience; and 3) learning is socially andculturally rooted. Recent developments in Constructivist Teaching/Learning Theory was explained and brieflydescribed in this paper.

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NAE, Florentina Laura. "TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS." Pro Edu. International Journal of Educational Sciences 1, no. 1 (2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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Baymetov, Botir Boltabaevich, and Xusan Xolmuratovich Muratov. "Methods Of Teaching Students To Do Sketches In Independent Learning." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 8–13. http://dx.doi.org/10.37547/tajssei/volume02issue12-03.

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The article discusses the key aspects that students need to pay attention to in the process of teaching independent work. Improving the methodology of drawing in the development of students' creative abilities and the use of theoretical laws of fine arts in the process of training, focuses on students gaining theoretical knowledge and practical skills in the process of developing the ability to see and describe the shape of the body from a distance.

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French, Sally. "Teaching Methods: 3. Student Centred Learning." Physiotherapy 75, no. 11 (1989): 678–80. http://dx.doi.org/10.1016/s0031-9406(10)62402-9.

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Aguado, N. Alexander. "Teaching Research Methods: Learning by Doing." Journal of Public Affairs Education 15, no. 2 (2009): 251–60. http://dx.doi.org/10.1080/15236803.2009.12001557.

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Fardanesh, Hashem. "Learning theory approaches and teaching methods." British Journal of Educational Technology 33, no. 1 (2002): 95–98. http://dx.doi.org/10.1111/1467-8535.00242.

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Palaniyammal, R., and P. N. Lakshmi Shanmugam. "Interactive Teaching Methods and Learning Style." Journal of Applied and Advanced Research 3, S1 (2018): 7. http://dx.doi.org/10.21839/jaar.2018.v3is1.157.

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Interactivity involves learning through communication, it produces a confrontation of ideas, opinions and arguments, and it creates learning situations centered on the children’s availability and willingness to cooperate, on the mutual influence within classes. Learning based on active methods represents a new trend for teachers and a new way of life for students. By means of active-participatory methods, the student is able to work with his/her colleagues so as to ensure the smooth running of the training process. The interactive teaching methods and learning style. Is one of great interest, the proof being the concern of the people within the education.

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Dissertations / Theses on the topic "Teaching and learning methods"

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Prieto, Pérez Nevia, and Martín Silvana San. "Teaching and learning Methods: Theories and Trends in L2." Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110138.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.<br>After many years of hard study and careful research, we can state that focusing on the teaching area is not the key to achieve a good proficiency when learning a foreign language. This idea is based on the fact that, even though there have been many attempts to develop a good method for teaching languages through many decades, none of them has proved to be accepted by the whole language teaching community. Since our work was originally planned to encompass teaching and learning, from our point of view the process of learning is undoubtedly the most important thing. Consequently it must be studied in depth.

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Rozhkova, I. "Teaching methods of treatment eyes." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46899.

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Note that to prevent any disease is easier than to fight it! Innovations in medicine help to save and treat vision. However, it is important to remember that a lot depends on the style and way of life. Take care of your vision!

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Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

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Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.<br>TEMP Afganistan

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D'Silva, Siobhan Danielle, and Inês da Silva Araújo Simões. "The efficiency of methods used for teaching and learning patternmaking." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2016. http://hdl.handle.net/10400.5/13441.

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Dissertação de Mestrado em Design, com a especialização em Design de Moda, apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.<br>O foco desta pesquisa de design de moda são os métodos de ensino e a aprendizagem de "patternmaking". O propósito é estudar e observar alguns métodos correntes de ensino e retirar conclusões em termos de eficácia através dos resultados obtidos pelos alunos. A combinação de abordagens com intervenção ou sem intervenção de pesquisa qualitativa aqui proposta utilizará ferramentas como: (1) pesquisa literária (2) observação de aulas de "pattern making" de primeiro nível (para descrever e classificar os métodos de ensino usados pelos docentes de acordo com os resultados do desempenho dos alunos) e (3) entrevistas a estudantes e docentes (para identificar os seus antecedentes e experiências bem como as variáveis que contribuem para eficiência e deficiências identificadas nos processos de ensino). As entrevistas e observação conduzida vão permitir adquirir informação em tempo real, e como tal são de grande importância para este estudo. Igualmente relevante será a seleção e análise de literatura e documentação, que será um recurso permanente de informação. Esta pesquisa é um estudo documentado de três casos (um em Lisboa, Portugal e dois em Mumbai, na India) sobre métodos utilizados para o ensino e aprendizagem de pattern making, e retira as suas conclusões avaliando a sua eficiência.<br>ABSTRACT: The focus of this research in Fashion Design is the methods of teaching and learning pattern making. The purpose is to study and observe a few current methods and draw conclusions on their efficiency from the results obtained by the students. Combining non interventionist and interventionist approaches the qualitative research hereby proposed uses tools like (1) literature review, (2) observation of first level patternmaking classes (so as to describe and classify the methods used by the educators according to the students’ learning proficiency), and (3) interviews to students and educators (to identify their backgrounds and experiences as well as the variables that contribute for the efficiency or deficiencies of the observed methods). The conducted interviews and observation provide first hand information and are therefore of great importance in this study. Also relevant is the selection and review of literature, as it was a permanent source of information. This research is a documented study of three cases (one in Lisbon, Portugal and two in Mumbai, India.) on the methods that are being used for teaching and learning pattern making and concludes by evaluating their efficiency.<br>N/A

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Al-Yamani, S. A. "An overview of programmed learning and computer-assisted learning, and implementation of a PL/CAL module." Thesis, University of Bath, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379574.

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Cline, Patricia L. "The effects of modifying teaching methods to accommodate student learning styles." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999clinep.pdf.

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Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.

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Joubert, L., G. Ludick, and Z. Hattingh. "STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOF." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/287.

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Published Article<br>A significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.

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Mustafa, Ghassoub Sharif Hassan. "English language teaching and learning at government schools in the United Arab Emirates." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269828.

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This thesis presents the findings of a study that investigated the teaching and learning of English in female government schools in the United Arab Emirates. The research was conducted by means of qualitative methods and 61 participants participated in the interviews. The research sample represents the three main parties that are directly concerned with teaching and learning English and they are: schoolteachers, school graduates, and higher education teachers. The investigation reveals three main aspects of English language teaching and learning at school. First, schoolteachers use ineffective grammar-translation methods with some principles from the direct and communicative methods. Second, school graduates have negative perceptions of English language teaching at schools and blame it on their failure to learn the language. Finally, tertiary institutions receive school graduates with poor English. There are a number of factors that affect teachers' performance in the English class. First, the syllabus is prescriptive and there is a heavy emphasis on textbooks and exams. Second, teachers operate according to a given scheme, which prioritizes high success rates in English as a school subject, and de-emphasizes English as a medium of communication. This has led to restricting teachers' autonomy and causing stagnation in the process of learning English. Also due to teachers' beliefs and other overwhelming circumstances, they resorted to the transmission model to deliver information to exam takers rather than language learners. The abovementioned conditions reflect negatively on students' attitudes, motivation, and learning style. However, they cling to a small amount of instrumental motivation that energizes them to study for the exam. Although many students are aware of the importance of English, they are not given an opportunity to learn it appropriately, which lowers their motivation substantially. Additionally, the English classroom lacks a humane classroom environment.

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Solso, Desiree. "The effect of constructivist and traditional teaching methods on students' mathematical achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Solso_DMITthesis2009.pdf.

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Books on the topic "Teaching and learning methods"

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1940-, Eggen Paul D., ed. Learning and teaching: Research-based methods. 5th ed. Palgrave Macmillan, 2007.

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Kauchak, Donald P. Learning and teaching: Research-based methods. 2nd ed. Allyn and Bacon, 1993.

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Learning and teaching: Research-based methods. Allyn & Bacon, 1989.

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Kauchak, Donald P. Learning and teaching: Research-based methods. 3rd ed. Allyn and Bacon, 1998.

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Kauchak, Donald P. Learning and teaching: Research-based methods. 4th ed. Allyn and Bacon, 2003.

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1940-, Eggen Paul D., and Kauchak Donald P. 1946-, eds. Methods for teaching: Promoting student learning. 6th ed. Merrill/Prentice Hall, 2002.

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Jacobsen, David. Methods for teaching: Promoting student learning. 5th ed. Merrill, 1999.

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Zaidi, Shabih, and Mona Nasir. Teaching and Learning Methods in Medicine. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-06850-3.

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K, Miller Laura, ed. 12 teaching methods to enhance student learning. NEA Professional Library, National Education Association, 1991.

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Simpkins, Phoebe. Teaching/learning methods compared for their efficiency. Brunel University, 1986.

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Book chapters on the topic "Teaching and learning methods"

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Landøy, Ane, Daniela Popa, and Angela Repanovici. "Teaching Learning Methods." In Springer Texts in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34258-6_10.

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Shardlow, Steven, and Mark Doel. "Methods of Learning." In Practice Learning and Teaching. Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-11308-8_6.

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Trelease, Robert B. "Essential E-Learning and M-Learning Methods for Teaching Anatomy." In Teaching Anatomy. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43283-6_32.

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Trelease, Robert B. "Essential E-Learning and M-Learning Methods for Teaching Anatomy." In Teaching Anatomy. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08930-0_28.

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Zaidi, Shabih, and Mona Nasir. "Teaching Techniques." In Teaching and Learning Methods in Medicine. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_3.

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Zaidi, Shabih, and Mona Nasir. "Clinical Teaching." In Teaching and Learning Methods in Medicine. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_7.

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Hativa, Nira. "Teaching Methods for Active Learning." In Teaching for Effective Learning in Higher Education. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_8.

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Butcher, Christopher, Clara Davies, and Melissa Highton. "Selecting the appropriate teaching and learning methods." In Designing Learning. Routledge, 2019. http://dx.doi.org/10.4324/9780429463822-5.

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Haydn, Terry, and Alison Stephen. "Teaching approaches and methods." In Learning to Teach History in the Secondary School, 5th ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429060885-5.

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Gokhale, Anu A. "Teaching Learning Theories:A Reflection." In Scientific Methods Used in Research and Writing. CRC Press, 2020. http://dx.doi.org/10.1201/9781003119180-3.

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Conference papers on the topic "Teaching and learning methods"

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Dmitrichenkova, S. V. "Learning Styles And Teaching Methods." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.6.

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Miller, J. F. "Teaching and Learning Formal Methods, Improving Productivity." In 3rd Irish Workshop on Formal Methods. BCS Learning & Development, 1999. http://dx.doi.org/10.14236/ewic/iwfm1999.12.

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Malyuga, Elena, Aleksandr Litvinov, and Elena Panicheva. "METHODS OF EFFECTIVE TEACHING WRITTEN COMMUNICATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1389.

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Kartseva, Elena. "Teaching English: Increasing Learning Motivation." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.5.

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Bielova, O. B. "Features of speech readiness for school learning preschool children with visual impairments." In PEDAGOGY, PSYCHOLOGY AND TEACHING METHODS: INTERNATIONAL EXPERIENCE. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-114-5-73.

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Sun, Xinli, Xinghui Cai, Jiangren Lu, and Guoliang Wang. "Exploring Teaching Methods of Reliability Engineering." In 2016 International Conference on Education, E-learning and Management Technology. Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.51.

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Kanakaraddi, Suvarna G., Jayalaxmi G. Naragund, and Ashok K. Chikaraddi. "Active learning methods for teaching OOAD course." In 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE). IEEE, 2013. http://dx.doi.org/10.1109/mite.2013.6756303.

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Ivanova, Elena, Alevtina Kolosova, and Natalia Poplavskaya. "METHODS OF LEARNING AND TEACHING INTERNATIONAL JOURNALISM." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0972.

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Cakula, Sarma. "Active Learning Methods for Sustainable Education Development." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.006.

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The growing importance of ICT in educational processes activates the development of modern electronic teaching aids in various content areas and the development of teaching methods. The integration of ICT must ensure the improvement of the teaching/learning environment and the development of new teaching/learning approaches. Students’ motivation, engagement and interest in own learning are obligatory for successful and student-oriented education, especially in a situation of crisis, when educational institutions can immediately be closed after a governmental decision (pandemic caused by “Covid-19”) as it happened in March, 2020. All teaching and learning had been moved unexpectedly to remote/distance education setting, to adapt the learning methods and processes and to motivate the learners contributes to sustainable education. The aim of the paper is to develop active learning methods in digital environment to modernize the learning environment required for STEM in Vidzeme University of Applied Sciences, which includes the development of teaching methods and tools and their suitability for the digital age. The methodology includes theoretical research and practical experiments for full time students in face-to-face and digital environment. There are three experimental groups for course “Algorithms and data structures” ‒ one for traditional teaching, one with active learning methods faceto- face classroom and one with active learning methods in digital environment. Results of the research shows that active learning methods influence positively to course results but there are no differences for course results between groups with active learning methods in face-to-face and digital environment.

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Elsdon, Michael, Krishna Busawon, Anne Vigouroux, Richard Binns, Ian Forbes, and Vanessa Railland. "A COMPARATIVE ASSESSMENT OF DELIVERY METHODS OF MATHEMATICS AND TECHNOLOGY ENHANCED LEARNING." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.003.

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Reports on the topic "Teaching and learning methods"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.

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Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, et al. Google cloud services as a way to enhance learning and teaching at university. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creating conditions for the development of metasubject competencies. Purpose - to develop methodological techniques for the implementation of the “flipped learning” technology in the framework of teaching chemistry in basic school, aimed at the formation of subject universal educational activities in chemistry. Method or methodology of the work: the main research methods were analysis, pedagogical experiment and interpretation of the results of the experiment. Results: solved at the theoretical and methodological level the problem of selection of methodological techniques aimed at the implementation of the technology “inverted learning” in the basic school.

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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.

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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.

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Hill, Jr, Kim Randall W., Zbylut Julia M., et al. Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada479693.

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Shyshkina, Mariya, and Uliana Kohut. The Method of Using the Maxima System for Operations Research Learning. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3172.

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In the article, the problems of using the systems of computer mathematics (SCM) as a tool to support the teaching and research activities in the field of informatics and mathematics disciplines training are investigated. The role of SCM in the process of bachelors of informatics training and special aspects of pedagogical applications of these systems in the “Operations research” study is defined. The aim of the article is the justification of the Maxima system use of in the process of “Operations research” teaching in pedagogical university as enchasing the investigative approach to learning and determination of the perspective ways of its introduction. The main characteristics of SCM Maxima and the ways of access organizing to it both in local and the cloud-oriented implementation are considered. The results of the pedagogical experiment on the Maxima application to support the investigative approach to operation research study and the analysis of its conclusions are reported.

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