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Journal articles on the topic 'Teaching and learning methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 May 2022

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1

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 (July 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 (December 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 (April 28, 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 (June 21, 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 (December 5, 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 (November 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 (June 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 (January 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 (May 10, 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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Naga Subramani, P. C., and V. Iyappan. "Innovative methods of Teaching and Learning." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 20. http://dx.doi.org/10.21839/jaar.2018.v3is1.161.

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Advance pedagogy is the way to enhance teaching and learning performance. Different innovative teaching methods are now in use across the globe. Hybrid teaching includes e - learning in addition to the face to face teaching. Use of technology and multimedia is described in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology is discussed. The application of innovative teaching and learning methods is critical if we are to motivate and engender a spirit of learning as well as enthusiasm on the part of students, The role of education is to ensure that while academic staffs do teach, what is taught should also be intelligible to students emanating from culturally and linguistically diverse backgrounds and that they rapidly become familiar with the expected standards. It is more often than not the case that students underachieve because of the fact that they have not grasped an awareness of the level of assessment or what it is that the lecturer expects from them. Lecturers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing as possible and that the methodology they adopt is conducive to learning. Innovative teaching and learning methodologies such as short lecture, simulation, role-playing, portfolio development and problem-based learning (PBL) are very useful in addressing the rapid technological advances and developing workplaces that will be required in the foreseeable future.

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Hï¿½bert, Marc K. "Teaching Research Methods through Service-Learning." Anthropology News 49, no. 6 (September 2008): 15. http://dx.doi.org/10.1111/an.2008.49.6.15.

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Shaxobiddinovna, Zaripova Aziza. "Productive teaching methods for learning english." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 5 (2021): 893–96. http://dx.doi.org/10.5958/2249-7137.2021.01482.8.

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G'ulomovna, Musurmonova Shahlo. "Teaching Function Graphs To Students Using Educational Methods." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 450–55. http://dx.doi.org/10.37547/tajssei/volume03issue03-69.

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This article highlights the role of educational technologies and some recommendations related to developing students 'interest in mathematics through the use of interactive learning technologies in drawing function graphs, quickly and meaningfully mastering the full verification stages before describing a function graph, and developing students' independent and creative abilities in the learning process.

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Hao, Yurong. "EFL Teaching Methods." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 742. http://dx.doi.org/10.17507/jltr.0804.13.

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Language is a system of communication and it plays a vital role in human society. How can we teach language effectively and serve the purpose for human communication? Many linguists and scholars have dwelt on the question, leading to different approaches and methods in language teaching. Those approaches and methods through history have not only reflected changes in theories of the nature of language and of language learning, but also reflected changes in learners’ needs.

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Mhaske, Sunil, Prajakta Ghatage, and Ramesh Kothari. "Paediatric Museum-An innovative Teaching-Learning Method." Pediatric Education and Research 6, no. 2 (2018): 112–15. http://dx.doi.org/10.21088/per.2321.1644.6218.13.

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Khaydarova, Nigora. "Teaching Foreign Languages Using Reflexive Methods." American Journal of Social Science and Education Innovations 03, no. 05 (May 30, 2021): 322–25. http://dx.doi.org/10.37547/tajssei/volume03issue05-58.

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In this article, examples and suggestions for the use of reflux techniques in training in the study of foreign language science taught in medical universities are presented, along with ideas on how to not be afraid of learning a foreign language that will help medical students to become more mature and comprehensively educated in the future and what is important in the introduction This opens up a wide range of opportunities for discussion with the staff of the world's leading medical institutions about the symptoms of patients, their treatment methods, books published in foreign languages..

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Cattafi, Carmelo. "Teaching Methods In International Law." Journal of International Education Research (JIER) 14, no. 2 (December 20, 2018): 9–16. http://dx.doi.org/10.19030/jier.v14i2.10238.

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This research presents the effect of innovation in the educational methodology applied to the teaching of topics in different areas, especially in public international law, trying to demonstrate how learning can be stimulated through artistic awareness. When comparing the different generations of students, we wonder if it is possible for teachers to follow the step of digital natives. In order to fill this generation gap, Tecnológico de Monterrey proposed to support projects of experimentation in educational innovation in various topics related to improving the teaching-learning process. Based on this premise, a group of teachers generate a model of educational innovation training, to facilitate learning for students through the development of creativity in how, when and where to generate learning, integrating challenging and interactive experiences through activities within the teaching practice. The use of traditional methods has led to the overwhelm of teachers, fatigue and pressure, therefore, the contribution of this project is aimed at the teacher to internalize his innovative and creative work, and see himself as a leader transformative in its teaching practice, establishing new teaching-learning spaces. Implementing learning activities through the imagination and measuring the impact on the student of the use of creative activities allows us to improve what we currently do. For this, an interdisciplinary workshop was created (thought and word, mind and body, music, visual arts) where the teacher, through practical and experiential activities, stimulates his imagination, recognizes his talents in creative and innovative thinking and develops resources which then leads to their teaching practice, by designing challenging learning experiences that inspire the student to creatively solve tasks and projects. In order to carry out the objective, we gathered eight professors from different areas (law, international relations, political science, languages, architecture, art, cultural diffusion) convinced that creativity improves the teacher’s performance who rethinks its activities to allow learn more dynamically. It was sought to improve the performance of students who appreciated the approach to the subjects through didactic methods that the teacher had modified according to the passions observed outside the classroom.

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19

Serin, Hamdi. "Perspectives on the Teaching of Geometry: Teaching and Learning Methods." Journal of Education and Training 5, no. 1 (February 23, 2018): 1. http://dx.doi.org/10.5296/jet.v5i1.12115.

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Geometry, an important branch of Mathematics, has a place in education for the development of critical thinking and problem solving, furthermore, that geometrical shapes are parts of our lives as they appear almost everywhere, geometry is utilized in science and art as well. This paper defines geometry teaching and puts forth why it has been given an important place in teaching mathematics. The major issue the paper deals with is to facilitate teaching Geometry through employing same useful preaches.

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Gul, Ejaz. "Effectiveness of Modern Teaching Methods; Evidence from Digital Learning Model of Modern Teaching Methods." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 30–37. http://dx.doi.org/10.22610/jevr.v7i3.1413.

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This paper elucidates the efficacy of three selected modern and innovative methods of learning by taking a group of 80 students of economics class at university level. Their opinion regarding three selected modern teaching methods was obtained through a questionnaire and statistical analysis of their opinion was carried out which indicated strong tendency towards mutual practice method as 40 out of 80 students (50%) declared it as very effective method of learning in the practice stage. On the other hand, 30 students (37.5%) opined that controlled practice method is moderately effective and 28 (35%) students opined that team practice method is slightly effective. After this analysis, students were put to practically learn use of econometric software â€˜E Viewsâ€™ through the same three selected methods. The digital model for their learning process was created using Computer Assisted Qualitative Data Assisted Software (CAQDAS). The statistical analysis of studentsâ€™ opinion and digital analysis of practical learning process indicated that mutual practice is the most effective method of practice. It is because students learn better and fast when they are allowed to use their initiative and judgment. At the end, guidelines for effective teaching have been suggested.

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Vaughan, James A. "Student nurse attitudes to teaching/learning methods." Journal of Advanced Nursing 15, no. 8 (August 1990): 925–33. http://dx.doi.org/10.1111/j.1365-2648.1990.tb01948.x.

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22

Ahmed, Sheikh Salahuddin, and Sagili Chandrasekhara Reddy. "Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia." European Journal of Medical and Health Sciences 3, no. 2 (March 30, 2021): 74–78. http://dx.doi.org/10.24018/ejmed.2021.3.2.762.

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Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

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Kuznetsova, Olga Yu, Ludmila N. Degtyareva, and Irina E. Moiseeva. "Innovative teaching methods. Problem-based learning and distance-learning technologies." Russian Family Doctor 23, no. 2 (August 8, 2019): 27–34. http://dx.doi.org/10.17816/rfd2019227-34.

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The article describes modern methods of education, the most effective in teaching of clinical disciplines. Outlines the basic principles of problem-oriented learning compared with traditional methods of teaching. The characteristic of distance learning technologies is given. The role of the student in the process of mastering knowledge and practical skills is emphasized. It justifies the need to use innovative technologies in medical education, especially when development of new competencies by doctors who have their own clinical experience, particularly, in geriatrics training.

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Sawant, Sharadkumar Pralhad, Shinde Mahesh S., and Shaheen Rizvi. "Small Group Teaching: Easy Method of Learning Anatomy." Indian Journal of Anatomy 5, no. 3 (2016): 335–38. http://dx.doi.org/10.21088/ija.2320.0022.5316.25.

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Vaughn, Lisa, and Raymond Baker. "Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods." Medical Teacher 23, no. 6 (January 2001): 610–12. http://dx.doi.org/10.1080/01421590120091000.

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Hafeez, Muhammad. "Project-Based Versus Traditional Lecture Teaching Methods." EDUTEC : Journal of Education And Technology 4, no. 4 (June 5, 2021): 544–59. http://dx.doi.org/10.29062/edu.v4i4.220.

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To compete the world in 21st century, it is necessary to adopt the modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previous published articles have selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed the significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

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Hafeez, Muhammad. "Project-Based Versus Traditional Lecture Teaching Methods." Indonesian Journal of Social Science Research 2, no. 1 (June 29, 2021): 10–20. http://dx.doi.org/10.11594/ijssr.02.01.02.

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To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

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Sava, Raluca. "Using Interactive Methods in Teaching Accounting." Studies in Business and Economics 11, no. 2 (August 1, 2016): 130–39. http://dx.doi.org/10.1515/sbe-2016-0027.

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AbstractActive learning shifts the focus of instruction from what the teacher should teach or deliver to students, to what the students should be able to do with the course material. Interactive methods are modern ways of stimulating teaching, representing tools of learning which favor the interchange of ideas, experiences, and knowledge. The purpose of this paper is to present a series of active teaching methods for the accounting data as being an alternative in the process of improving the teaching and learning of the accounting process.

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Khimmataliev, Dustnazar Omonovich, Jamshid Oktyamovich Khakimov, and Mukhlisa Dustnazar Qizi Omonova. "A Paradigm Shift From "Teaching" To Learning "." American Journal of Social Science and Education Innovations 03, no. 01 (January 25, 2021): 170–74. http://dx.doi.org/10.37547/tajssei/volume03issue01-32.

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The article discusses the learner-centered and creative approaches, which is directed to improve educational process. The author describes approaches, methods and techniques, which develop cognitive activities of different levels.

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Kalyani, D., and K. Rajasekaran. "Innovative Teaching and Learning." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 23. http://dx.doi.org/10.21839/jaar.2018.v3is1.162.

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The biggest challenge any teacher faces is capturing the students’ attention, and putting across ideas in such a way that it stays with them long after they have left the classroom. For this to happen, classroom experience should be redefined and innovative ideas that make teaching learning methods more effective should be implemented. So here are some innovative ideas that will help teachers reinvent their teaching methods and make their classes interesting. The use of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country. The purpose of this paper is to suggest useful innovative teaching methods which could easily be imparted knowledge to the students.

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Solovey, N., L. Lyashenko, and I. Letunovska. "ALTERNATIVE METHODS OF FOREIGN LANGUAGE TEACHING." East European Scientific Journal 2, no. 01(77) (February 17, 2022): 19–23. http://dx.doi.org/10.31618/essa.2782-1994.2022.2.77.244.

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In connection with integration in the European and World educational concord higher education of Ukraine needs substantial modernization. One of its constituents is introduction of the newest educational technologies in the educational process. The article focuses on the issues of distance learning, highlights the major changes in distance education that have occurred in recent years during the pandemic and overviews the main problems of the new approach to e-learning. The authors come to the conclusion that distance learning will require qualified teachers who will introduce new methods and technologies into modern electronic textbooks, the material of which is based on the principles of programmable control of knowledge acquisition.

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Xaviour, Rosemol, and P. K. Ramakrishan. "Students’ Perception on the Effectiveness of Various Teaching and Learning Methods in Anatomy." Indian Journal of Anatomy 5, no. 3 (2016): 311–15. http://dx.doi.org/10.21088/ija.2320.0022.5316.20.

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Arora, Anshu Saxena, Reginald Leseane, and Mahesh S. Raisinghani. "Learning and Teaching Styles for Teaching Effectiveness." International Journal of Web-Based Learning and Teaching Technologies 6, no. 1 (January 2011): 1–13. http://dx.doi.org/10.4018/jwltt.2011010101.

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Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

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Banerjee, Debkanya, and Ayan Roy. "Learner Centred methods of Business English Learning." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2111–22. http://dx.doi.org/10.15864/ijelts.3215.

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This research was started by following the widespread claim regarding the success of ‘learner-centred teaching approach’ across all disciplines throughout the world. It seeks to look at whether such a claim is true by implementing a theoretical framework of learner centred teaching in an EFL1 Classroom. A qualitative design involving an English teacher of and a number of learners from a vocational2 higher institution were used. The findings of this study overall proved that the implementation of this ‘learner-centred teaching’ framework could make a difference in students’ learning. Their learning became more meaningful, interesting and democratic3. This ‘Learner Centred Method’ approach emphasizes a spread of various sorts of methods that focuses on what the scholars are learning, it changes the role of the teachers from a provider of information to facilitating student learning. Traditional teaching often results in students who are passive learners and who don't take responsibility for his or her own learning, this traditional method (“instructor-centred teaching.”) In contrast with, ‘learner centred teaching’ occurs when instructors specialise in student learning. English is a basic language in all educational institution around the world. People learns the English language in order they can communicate with other people throughout the world. A student who wishes to go abroad for higher studies he/she should have the basic knowledge in English language just to communicate with the people there and understand what they are trying to express. And in business world English is the basic language for establishing communication between the client and the businessman. Teaching business English, or other ESP4 classes, usually pays better than teaching "conversation" English classes and some teachers find them more enjoyable. These classes will centre around a work environment and utilize business or ESP vocabulary5. Business English students are usually quite different from typical school students. They are often older, experienced and tired from an extended day at work and have a particular idea about what they want to learn. Also, sometimes, they're required to require English classes if they need to progress in their company.

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Mauliandari, Riana, Made Sumarwati, and Arif Setyo Upoyo. "Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation." Nurse Media Journal of Nursing 10, no. 3 (December 21, 2020): 329–38. http://dx.doi.org/10.14710/nmjn.v10i3.28660.

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Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.

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Nurdin, Nurdin. "Increasing Population Knowledge: The Comparation of Problem Solving Learning Methods with Conventional Methods." Jurnal Pendidikan dan Pengajaran 54, no. 2 (July 17, 2021): 380. http://dx.doi.org/10.23887/jpp.v54i2.35778.

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This study aims to analyze the effect of teaching methods using problem solving and conventional on population knowledge. The research was conducted experimentally with a 2x2 factorial design on 80 students consisting of 40 students having a high attitude, and 40 students having a low attitude at the Junior High School 2 Tambun Selatan-Bekasi. Data collection regarding population knowledge was carried out using an objective test instrument with the answer choices True (B) with a score of 1 and False (S) with a score of 0. The data were analyzed by means of two-way analysis of variance, and the Tukey test. Research results There are differences in population knowledge learning outcomes between students who are given problem solving teaching methods and students who are given conventional teaching methods; There is an interaction between teaching methods and students' attitudes towards population knowledge; Study groups that have high and low attitudes have higher population knowledge learning outcomes when given problem solving teaching methods compared to students who are given conventional teaching methods. The implication is that teachers in teaching must always build a high attitude in the classroom so that positive interactions occur in the teaching and learning process by using various learning methods.

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Soo-Cheng Chuah, Zarina Denan, and JS Keshminder Singh. "Applying Project-Based Learning In Teaching Statistical Methods." Insight Journal 7, no. 1 (December 23, 2020): 41–53. http://dx.doi.org/10.24191/ij.v7i1.61.

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Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed to the memorisation of statistical concepts. Therefore, a project was carried out with underpinned a common topic by all groups of students. The approach was incorporated in an undergraduate Statistical Methods class consisted of 34 business economics students in which they were to evaluate the learning process at the end of the course. Data collection consisted of closed-form and open-ended questions directed to the students for them to express their perceptions of project-based learning. The results showed that throughout the phases of project-based learning implementation, the students found that the processes of data presentation and analysis and research result discussion were challenging phases. They revealed the need for adjustment while carrying out a project, which was in line with the insight regarding the benefits and limitations faced by population. In particular, the aspect of limitations included the complexity of group work relationships and accessibility of resources applied in the project, while the benefit aspects are an increased level of student engagement in the learning process and their understanding of statistical concepts.

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Soo-Cheng Chuah, Zarina binti Denan, and JS Keshminder Singh. "Applying Project-Based Learning In Teaching Statistical Methods." Insight Journal 7 (March 3, 2021): 41–53. http://dx.doi.org/10.24191/ij.v7i0.86.

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Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed to the memorisation of statistical concepts. Therefore, a project was carried out with underpinned a common topic by all groups of students. The approach was incorporated in an undergraduate Statistical Methods class consisted of 34 business economics students in which they were to evaluate the learning process at the end of the course. Data collection consisted of closed-form and open-ended questions directed to the students for them to express their perceptions of project-based learning. The results showed that throughout the phases of project-based learning implementation, the students found that the processes of data presentation and analysis and research result discussion were challenging phases. They revealed the need for adjustment while carrying out a project, which was in line with the insight regarding the benefits and limitations faced by population. In particular, the aspect of limitations included the complexity of group work relationships and accessibility of resources applied in the project, while the benefit aspects are an increased level of student engagement in the learning process and their understanding of statistical concepts.

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Yli-Panula, Eija, Eila Jeronen, and Piia Lemmetty. "Teaching and Learning Methods in Geography Promoting Sustainability." Education Sciences 10, no. 1 (December 23, 2019): 5. http://dx.doi.org/10.3390/educsci10010005.

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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

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Qambarova, Diloram Y. "INTERACTIVE METHODS OF ENGLISH TEACHING IN HIGHER EDUCATION." Oriental Journal of Education 02, no. 01 (March 1, 2022): 1–7. http://dx.doi.org/10.37547/supsci-oje-02-01-01.

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As the world becomes ever more connected, the appeal of learning a new language is clear. Whether for business or pleasure, being able to communicate on an international level can bring many benefits. Nowadays most students of higher education want to use effective study methods so they can learn a language fast and speak it. So today English teachers of higher educations should be creative, searchable and find the best suitable method for each group or even for each student. In this article there are given some modern methods of teaching English.

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JOSHI, MAHESHKUMAR P., ELIZABETH B. DAVIS, RAVI KATHURIA, and C. KEN WEIDNER. "LEARNING AND TEACHING STRATEGIC MANAGEMENT THROUGH EXPERIENTIAL METHODS." Academy of Management Proceedings 2003, no. 1 (August 2003): D1—D6. http://dx.doi.org/10.5465/ambpp.2003.13792569.

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Hoogland, Margaret A. "New Methods of Teaching and Learning in Libraries." Journal of the Medical Library Association 106, no. 2 (April 5, 2018): 265. http://dx.doi.org/10.5195/jmla.2018.418.

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Lee, Doo-Yeon. "Teaching and Learning Methods to Cultivate Moral Imagination." Journal of Ethics Education Studies 56 (April 30, 2020): 53–82. http://dx.doi.org/10.18850/jees.2020.56.03.

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J, Rezuana Bai. "Student Centered Learning - “Students Preference of Teaching Methods”." IJIREEICE 4, no. 2 (February 15, 2016): 92–95. http://dx.doi.org/10.17148/ijireeice.2016.4225.

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Kim, Ju-Eun and Hoyoung Kang. "A Study on Management Accounting Teaching-Learning Methods." Korea International Accounting Review ll, no. 58 (December 2014): 307–27. http://dx.doi.org/10.21073/kiar.2014..58.016.

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Forbes, Ruth, and Marie Irwin. "Blending differing teaching methods to support student learning." Journal of Practice Teaching and Learning 9, no. 1 (January 1, 2009): 132–47. http://dx.doi.org/10.1921/146066909x481501.

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Nimehchisalem, Vahid. "Exploring Research Methods in Language Learning-teaching Studies." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 27. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.27.

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Research methods offer authentic ways to elicit useful data based on which informed decisions can be made. With respect to their design and data collection or analysis, research methods are traditionally divided into qualitative and quantitative types, each with its strengths and weaknesses. In response to new theories and technological developments, new methods have evolved as extensions of qualitative or quantitative methods or as combinations of the two with promising features. This article presents an overview of the common methods used in language learning-teaching research.

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Chikalina, V. K., and O. P. Mussakaev. "METHODS OF INTERACTIVE LEARNING IN TEACHING TECHNICAL DISCIPLINES." Scientific Papers Collection of the Angarsk State Technical University 1, no. 1 (June 13, 2019): 338–42. http://dx.doi.org/10.36629/2686-7788-2019-1-1-338-342.

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Guarino, Salvatore, Eleonora Leopardi, Salvatore Sorrenti, Enrico De Antoni, Antonio Catania, and Swethan Alagaratnam. "Internet-based versus traditional teaching and learning methods." Clinical Teacher 11, no. 6 (September 11, 2014): 449–53. http://dx.doi.org/10.1111/tct.12191.

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Denlinger, Kyle. "New methods of teaching and learning in libraries." Technical Services Quarterly 35, no. 3 (May 17, 2018): 310–11. http://dx.doi.org/10.1080/07317131.2018.1456872.

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