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Journal articles on the topic 'Teaching-learning approaches'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Axatovna, Safina Farida. "LANGUAGE LEARNING AND LANGUAGE TEACHING APPROACHES." American Journal of Philological Sciences 4, no. 3 (2024): 43–45. http://dx.doi.org/10.37547/ajps/volume04issue03-08.

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The evolution of modern language teaching and learning can be traced back to the 20th century, a time when travel by land, sea, and air became more accessible to a larger portion of the population. Initially limited to Europe and North America, travel eventually expanded globally,allowing people from all continents to explore foreign lands. This accessibility marked a departure from the exclusive domain of pilgrims, explorers, and the wealthy, making foreign travel achievable for the majority in developed nations. Additionally, advancements such as the discovery of electricity and wireless com

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Duroc, Yvan. "Teaching Approaches Encouraging Autonomous Learning." Education 2, no. 4 (2012): 96–100. http://dx.doi.org/10.5923/j.edu.20120204.06.

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Pun, Min. "Teaching Learning through Interdisciplinary Approaches." Crossing the Border: International Journal of Interdisciplinary Studies 5, no. 2 (2017): 1–2. http://dx.doi.org/10.3126/ctbijis.v5i2.18432.

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There are many benefits of using interdisciplinary approaches in teaching and learning. One of the goals of teaching and learning is helping students to develop insights, problem solving skills and self-confidence. The teachers can bring them to their classroom is interdisciplinary approaches are used in the teaching learning process. In this way, interdisciplinary approaches help students develop their cognitive abilities such as skills and mental processes, which are necessary to solve the problems.Crossing the Border: International Journal of Interdisciplinary Studies 5(2) 2017: 1-2

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Brodhagen, Barbara L. "Varied Teaching and Learning Approaches." Middle School Journal 29, no. 3 (1998): 49–52. http://dx.doi.org/10.1080/00940771.1998.11494507.

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Gvelesiani, Ana, and Ketevan Khuskivadze. "Modern Approaches to Spanish Language Teaching, Blended Learning." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (2019): 57–65. http://dx.doi.org/10.22333/ijme.2019.13007.

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Every language is a living organismand cannot be taught through the application of only theoretical or practical tools. Therefore, the integration of modern approaches in foreign language instruction takes on a particular importance. Along with the development of online technologies, modern foreign language classes are gradually undergoing changes and modifications. Introduction of online learning is one of such significant changes. There are various forms of online learning, including blended (online) learning, which represents a synthesis of classroom and online education. The present work s

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Zhou, Gang, and Xiaochun Niu. "Approaches to Language Teaching and Learning." Journal of Language Teaching and Research 6, no. 4 (2015): 798. http://dx.doi.org/10.17507/jltr.0604.11.

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Morrow, Mary R. "Pedagogical Approaches to Teaching-Learning Theory." Nursing Science Quarterly 30, no. 1 (2016): 81–82. http://dx.doi.org/10.1177/0894318416680712.

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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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YUEN, ALLAN H. K. "EXPLORING TEACHING APPROACHES IN BLENDED LEARNING." Research and Practice in Technology Enhanced Learning 6, no. 1 (2011): 3–23. https://doi.org/10.58459/rptel.2011.63-23.

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Blended learning is becoming increasingly popular in higher education. The purpose of this study is to explore the pedagogical use of ICT in a blended learning context. Focusing on teachers’ and students’ experience, we examined the following questions: What are the students’ and teachers’ experience in engaging with different blended learning modes? What are the teaching approaches involved in blended learning across disciplines? Four teaching approaches, namely, providing online resources, supporting specific pedagogy, focusing on online discussion, and enhancing course management and delive

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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 (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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Shirin, Sodiqova, and Xasanova Shaxzoda. "Modern Approaches in Teaching Chinese." European International Journal of Pedagogics 5, no. 5 (2025): 131–33. https://doi.org/10.55640/eijp-05-05-28.

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Innovative approaches to improving the effectiveness of Chinese language teaching are about continuing scientific and practical research to develop further Chinese language teaching methods based on distance learning opportunities and theoretical research, as well as conducting in-depth study on the teaching of Chinese, its theoretical problems, teaching as a second language, the development of distance learning, and the problems of literary translation.

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Solodchuk, Alona. "MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 162–69. http://dx.doi.org/10.31499/2307-4906.3.2021.241764.

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The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Eur

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Collins, J. P. "Modern approaches to teaching and learning anatomy." BMJ 337, sep09 1 (2008): a1310. http://dx.doi.org/10.1136/bmj.a1310.

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Efthimiadis, Efthimis N., Jamie Callan, and Ray R. Larson. "Approaches to teaching & learning information retrieval." Proceedings of the American Society for Information Science and Technology 44, no. 1 (2008): 1–3. http://dx.doi.org/10.1002/meet.1450440136.

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Bushi (Gjuzi), Jonida, and Ema Kristo. "TEACHING AND LEARNING BUSINESS GERMAN: DIDACTIC APPROACHES." ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies 12, no. 9 (2023): 47. http://dx.doi.org/10.58885/ijllis.v12i9.47jb.

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<p><span>The design of lessons for the Business German subject necessitates adherence to specific didactic parameters to ensure the effectiveness of the learning process. This article elucidates critical factors to contemplate when strategizing and conducting Business German classes. Commencing with a comprehensive needs analysis is pivotal when imparting the technical language of Business German. It is imperative to discern the precise requirements of learners while taking into account their objectives, interests, and professional backgrounds. Subsequently, teaching content and le

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Hamdamova, Nilufar, and Aziza Erkin qizi Ergasheva. "SOCIOCULTURAL APPROACHES TO LANGUAGE TEACHING AND LEARNING." PEDAGOG RESPUBLIKA ILMIY JURNALI 6, no. 4 (2023): 215–18. https://doi.org/10.5281/zenodo.7831277.

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<em>English language teaching (ELT) is a relatively young field. In its earlier years, pedagogical models were taken from foreign language teaching, and based on views of language taken from structural linguistics. Thus to come to speak a language entailed learning its vocabulary, structures and forms, and practicing these in scripted ways. Other chapters in this volume speak to changing views of language pedagogy, as the field has moved to communicative approaches, and those that teach language through content. A sociocultural approach does not displace these, and does not, in fact, proscribe

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Campbell, Jennifer, David Smith, Gillian Boulton-Lewis, et al. "Students' Perceptions of Teaching and Learning: The influence of students' approaches to learning and teachers' approaches to teaching." Teachers and Teaching 7, no. 2 (2001): 173–87. http://dx.doi.org/10.1080/13540600120054964.

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Sunzuma, Gladys, and Aneshkumar Maharaj. "In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching." Bolema: Boletim de Educação Matemática 34, no. 66 (2020): 22–39. http://dx.doi.org/10.1590/1980-4415v34n66a02.

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Abstract Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focu

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Webster, Ray, and Fay Sudweeks. "Personalization and learning: innovative approaches to teaching for e-learning." Psicologia Escolar e Educacional 11, spe (2007): 93–101. http://dx.doi.org/10.1590/s1413-85572007000300009.

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This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university

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Berdiyeva, Sitora. "EXPLORING INNOVATIVE APPROACHES TO TEACHING." MODERN SCIENCE AND RESEARCH 3, no. 1 (2024): 923–27. https://doi.org/10.5281/zenodo.10573111.

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<em>In the ever changing field of education, pedagogy has seen a boom in innovation as a result of the search for more efficient teaching techniques. This article sets out to dissect the cutting-edge practices and trends that are transforming conventional teaching strategies. The need for educational institutions and educators to adjust to a changing world makes the investigation of novel teaching strategies critical. This paper explores the many facets of educational innovation, looking at how innovative approaches, technology, and learner-centered approaches are creating a lively and stimula

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Lameras, Petros, Iraklis Paraskakis, and Philippa Levy. "Conceptions of Teaching and Learning using Virtual Learning Environments." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 218–25. http://dx.doi.org/10.54337/nlc.v6.9316.

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This paper reports a sub-set of findings from an in-depth study of Greek university teachers' conceptions of, and approaches to, the use of virtual learning environments (VLEs) in teaching. A central strand of the study is an exploration of factors influencing the development of networked learning in Greek higher education (HE) through a qualitative examination of the pedagogical perspectives that teachers bring to bear on their use of new information and communication technologies (ICTs: in this case, specifically VLEs such as WebCT, Blackboard or Moodle). The project is investigating the rel

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Aryal, Muna. "Blended Learning Approaches in English Language Teaching Pedagogy." Journal of NELTA 29, no. 1 (2024): 156–66. https://doi.org/10.3126/nelta.v29i1.72643.

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This paper presents the impact and eff ectiveness of blended learning strategies in English language teaching (ELT). The study delves into how blended learning, a combination of traditional face-to-face and online learning platforms, enhances student engagement, motivation, and communication. The study utilizes a qualitative research design, employing semi-structured interviews with three experienced English language teachers. The findings reveal that blended learning provides flexible and individual learning opportunities to learners which significantly enhances their engagement and learning

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Md. Russell, Talukder. "Smart Transformation of EFL Teaching and Learning Approaches." Annals of Emerging Technologies in Computing 7, no. 3 (2023): 21–59. http://dx.doi.org/10.33166/aetic.2023.03.002.

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The calibration of the EFL teaching and learning approaches with Artificial Intelligence can potentially facilitate a smart transformation, fostering a personalized and engaging experience in teaching and learning among the stakeholders. The paper focuses on developing an EFL Big Data Ecosystem that is based on Big Data, Analytics, Machine Learning and cluster domain of EFL teaching and learning contents. The framework has been developed on the basis of the theory that machine learning algorithms, when exposed to structured or semi-structure data stored in the cluster domains of EFL Big Data e

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B Parate, Swapna, Prashant A. Bhusari, and Vaishali S Anturlikar. "Use of interactive teaching –Learning approaches in anatomy." IP Indian Journal of Anatomy and Surgery of Head, Neck and Brain 5, no. 3 (2019): 76–79. http://dx.doi.org/10.18231/j.ijashnb.2019.020.

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Merry, Kevin Luke. "Developing emotionally intelligent teaching approaches in online learning." Journal of Perspectives in Applied Academic Practice 9, no. 2 (2021): 12–15. http://dx.doi.org/10.14297/jpaap.v9i2.472.

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This ‘on the horizon’ paper discusses the evaluation outcomes of a pilot Emotional Intelligence Skills Training (EIST) workshop, intended as a resource to support teachers’ enhancement of student engagement in online learning settings. Sixteen HE teachers participated in a pilot of a new EIST workshop which explored topics including; 1) recognising and managing emotions in oneself; 2) recognising and managing emotions in others’, and 3) using emotion. Evaluation was conducted using focus groups. Feedback revealed that, in addition to raising awareness of the need to better recognise and manage

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O’Leary, Matt. "Creative teaching approaches in the lifelong learning sector." Professional Development in Education 40, no. 2 (2013): 326. http://dx.doi.org/10.1080/19415257.2013.807609.

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Sears, Ann. "Creative teaching approaches in the lifelong learning sector." Action Learning: Research and Practice 10, no. 3 (2013): 284–87. http://dx.doi.org/10.1080/14767333.2013.840065.

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Goschler, Juliana, and Susanne Niemeier. "Introduction: Cognitive approaches to L2 learning and teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (2016): 3–8. http://dx.doi.org/10.1515/gcla-2016-0003.

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Chumayroh and Ani Cahyadi. "Effective Teaching Approaches in Islamic Religious Education Learning." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 3, no. 8 (2025): 1220–27. https://doi.org/10.56778/jdlde.v3i8.394.

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This article analyzes effective teaching approaches and strategies in Islamic Religious Education (PAI) to shape learners' character and morals. This is the first research to explore teaching methods, such as normative, historical, psychological, and contextual approaches, as well as active, problem-based, project, collaborative, and technological learning strategies, especially literature reviews. The aim of this study is to identify and highlight some publications that analyze various approaches and effective teaching strategies in Islamic Religious Education.The research uses a literature r

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Boaler, Jo. "Alternative approaches to teaching, learning and assessing mathematics." Evaluation and Program Planning 21, no. 2 (1998): 129–41. http://dx.doi.org/10.1016/s0149-7189(98)00002-0.

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Abdelhadi, Najah. "Smart transformation of EFL teaching and learning approaches." Research Studies in English Language Teaching and Learning 3, no. 1 (2025): 33–48. https://doi.org/10.62583/rseltl.v3i1.72.

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This paper discusses the transformative potential of integrating Smart Learning Environments (SLE) into English as a Foreign Language (EFL) teaching and learning, focusing on the integration of Artificial Intelligence (AI) tools and aligning them with principles of Education for Sustainable Development (ESD). A quasi-experimental design involving a group of 80 university-level EFL learners in the United Arab Emirates (UAE), one group used AI-driven tools for grammar, vocabulary, and reading comprehension, while the control group received traditional instructional methods. The results show that

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E'tibor, Musulmonova, and Akhmedjanova Dilrabokhon. "Blended Learning in English Teaching and Learning." XXI ASRDA INNOVATSION TEXNOLOGIYALAR, FAN VA TAʼLIM TARAQQIYOTIDAGI DOLZARB MUAMMOLAR RESPUBLIKA ILMIY-AMALIY KONFERENSIYASI 1, no. 6 (2023): 5–8. https://doi.org/10.5281/zenodo.8049789.

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This paper provides an overview of research related to the use of blended learning in English as a th language/foreign language context. Blended learning is a relatively new field that combines traditional educational approaches with distance and online learning. The use of blended learning is highlighted in recent study investigating the academic and societal benefits of this educational approach.

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Sharma, Divesh S. "Accounting students' learning conceptions, approaches to learning, and the influence of the learning–teaching context on approaches to learning." Accounting Education 6, no. 2 (1997): 125–46. http://dx.doi.org/10.1080/096392897331532.

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Mantas, Kathy, and Carole Roy. "Learning and Teaching." Canadian Journal for the Study of Adult Education 32, no. 2 (2020): i—v. http://dx.doi.org/10.56105/cjsae.v32i2.5596.

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Learning and Teaching: Artful Narratives of Transformation, a special issue of the Canadian Journal for the Study of Adult Education, features ten articles, field notes, a book review, and a virtual art exhibition–a first for this journal–meant to complement and extend discussions on the theme of learning, teaching and transformation. More specifically, this issue brings together creative essays from diverse perspectives and disciplines, using multiple artful forms, to illustrate transformation in both formal and informal learning and teaching contexts. This collection contributes to the ongoi

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Albergaria-Almeida, Patrícia, José Joaquim Teixeira-Dias, Mariana Martinho, and Chinthaka Balasooriya. "Kolb’s Learning Styles and Approaches to Learning." International Journal of Knowledge Society Research 1, no. 3 (2010): 1–16. http://dx.doi.org/10.4018/jksr.2010070101.

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The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades.This study took place during the 1st semester of the school year 2009/2010. This research was carried out in a naturalistic setting, within the context of chemistry classes for 1st year science and engineering courses, at the University of Aveiro,

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Manaf, Cik Jamaliah Abd, Shakinaz Desa, Muhammad Ikhwan Mat Saad, and Muhammad Nidzam Yaakob. "TPACK-Based Teaching Approaches in Mobile Learning for Biology Education: Insights from NGT & ISM Approaches." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 1372–84. https://doi.org/10.47772/ijriss.2025.906000109.

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Integrating mobile learning in Biology education necessitates adopting practical teaching approaches that align with technological advancements. However, there remains a lack of structured guidelines for selecting and implementing appropriate teaching methods that maximize the potential of mobile learning in Biology education. Existing studies often focus on digital tools rather than pedagogical strategies that effectively integrate technology, pedagogy, and content knowledge (TPACK). This study addresses this gap by employing the Nominal Group Technique (NGT) and Interpretive Structural Model

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Rasulbek, Ergashev. "INTERSECTING LEARNING THEORIES AND TEACHING APPROACHES IN UZBEKISTAN'S LANGUAGE CLASSROOMS: A HOLISTIC EXPLORATION." American Journal Of Social Sciences And Humanity Research 4, no. 1 (2024): 94–109. http://dx.doi.org/10.37547/ajsshr/volume04issue01-16.

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This article provides a comprehensive examination of the intricate relationship between learning theories and teaching approaches, emphasizing its global significance and specific implications for Uzbekistan's foreign language classrooms. Combining insights from two detailed sources and a survey conducted in three languages, the exploration encompasses theoretical foundations, contextual factors, and practical findings.The final segment integrates findings from an anonymous survey conducted in three languages, revealing student perceptions and experiences in Uzbekistan's language classrooms. K

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Alshehri, Saad. "Active Learning Approaches to Teaching and Learning Astrophysics in Higher Education." International Journal of Learning in Higher Education 27, no. 1 (2020): 31–39. http://dx.doi.org/10.18848/2327-7955/cgp/v27i01/31-39.

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Dr., M. Chellammal. "INNOVATIVE CONSTRUCTIVISTIC APPROACH OF TEACHING AND LEARNING." INNOVATIVE CONSTRUCTIVISTIC APPROACH OF TEACHING AND LEARNING 4, no. 6 (special edition) (2017): 53–56. https://doi.org/10.5281/zenodo.845817.

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In the present scenario educational curriculum and instructional methods are changing to the challenging needs of the learners. The most important component of the current redevelopment of all subjects’ area curricula is the change in focus of instruction from the transmission curriculum to a transactional curriculum. National Curriculum Framework (NCF 2005) recommends that curriculum should help learners to become constructors of knowledge and emphasizes the active role of teachers in relation to the process of knowledge construction. This paper highlights that the Constructivist approach of

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Samkin, Grant, and Lesley Stainbank. "Teaching and learning." Meditari Accountancy Research 24, no. 3 (2016): 294–317. http://dx.doi.org/10.1108/medar-05-2016-0062.

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Purpose Positioned within a framework of challenges facing universities, this paper aims to focus on challenges faced by teachers of accounting as a business discipline to ensure it remains relevant in a fast-moving and changing environment. Design/methodology/approach Drawing on a variety of sources, this paper explores a number of issues surrounding teaching and learning in the current university environment. The seven papers that make up the special issue are located within a framework which is used to illustrate how each one contributes to the field. This paper is primarily discursive in n

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Muminova, Maftuna Alidjonovna. "APPROACHES AND METHODS IN LANGUAGES TEACHING." «Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 27 (2022): 107–12. https://doi.org/10.5281/zenodo.7347692.

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Teaching a foreign language can be a challenging but rewarding job that opens up entirely new paths of communication to students. It’s beneficial for teachers to have knowledge of the many different language learning techniques including ESL teaching methods so they can be flexible in their instruction methods, adapting them when needed. Keep on reading for all the details you need to know about the most popular foreign language teaching methods. Some of the ones covered are the communicative approach, total physical response, the direct method, task-based language learning, suggestopedi

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Lourenço, Abílio A., Sabina Valente, Sergio Dominguez-Lara, and Celso Fulano. "Approaches and Conceptions of Teaching and Learning: Towards the School of Excellence." Teoría de la Educación. Revista Interuniversitaria 37, no. 1 (2025): 65–89. https://doi.org/10.14201/teri.31936.

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From the literature review emerges the premise that, to foster quality teaching, teachers must be aware of their approaches and conceptions of teaching and learning, as well as their pedagogical practices and corresponding outcomes. This awareness allows teachers to critically reflect on their practices, identify strengths and areas for improvement, and adapt their teaching strategies to better meet the individual and collective needs of students. This reflective text aims to highlight the importance of teachers’ teaching approaches and conceptions, as well as the impact they have on students’

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Richardson, John T. E. "Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education." Educational Psychology 25, no. 6 (2005): 673–80. http://dx.doi.org/10.1080/01443410500344720.

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Englund, Claire. "Exploring approaches to teaching in three-dimensional virtual worlds." International Journal of Information and Learning Technology 34, no. 2 (2017): 140–51. http://dx.doi.org/10.1108/ijilt-12-2016-0058.

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Purpose The purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education. Design/methodology/approach Data were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education. Findings Results indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach t

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Santhi, Devi Nair, and Subasini Nesamany Sundari. "TEACHER PERCEPTION OF ONLINE TEACHING APPROACHES DURING THE PANDEMIC COVID-19." Asian Journal of Social Science Research 3, no. 2 (2021): 20–38. https://doi.org/10.5281/zenodo.8063275.

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<strong>ABSTRACT</strong> This study looks at the instructional methods utilised by English Language teachers in Malaysia during the Covid-19 outbreak. During the pandemic in 2020/2021, the participants had to learn, explore, and decide which digital tools to use remotely for teaching and learning. In May 2021, twenty English Language Teachers from various secondary schools in Malaysia participated in this study. The Movement Control Order (MCO) period was in effect when the study project began, so Google survey forms were chosen as the research tool. The Google forms were sent out via Telegra

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Ye, Hong, and Dolores Borras. "Teaching Approaches and EFL Students’ Self-Regulated Learning Capacity." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 38–46. https://doi.org/10.70979/fkor1485.

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This study investigates the relationship between teaching approaches and EFL students’ self-regulated learning capacity in a Chinese university setting. The research explored the characteristics of teaching approaches, including student-centered independent inquiry learning, teacher-centered direct teaching, student-centered cooperative learning, and teacher-centered questioning, and assessed EFL students’ self-regulated learning capacity in terms of commitment control, metacognitive control, satiation control, emotion control, and environmental control. The study found that while EFL students

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Germain, Jane St. "Evidence-Based Approaches to Enhance Teaching and Learning in Sonography." Canadian Journal of Medical Sonography 11, no. 4 (2020): 22–28. http://dx.doi.org/10.3138/cjms.v11i4.22.

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A postgraduate sonography program has adult students. To incorporate appropriate teaching and learning methods, educators should consider adult learning theories as well as different educational methods to design and develop the curriculum to engage the adult learners and have them ready for their clinical practicum. This literature review describes the adult learning theories, and introduces two methods of teaching; simulation-based learning and flipped classroom; to enhance learning and teaching.

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R, Rexmart, and Binu Gold. "Congruence of Psycholinguistic Sagacity in Human Language (English) Learning and Teaching." Praxis International Journal of Social Science and Literature 6, no. 8 (2023): 10–15. http://dx.doi.org/10.51879/pijssl/060802.

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Several concepts have occurred in the field of psycholinguistics to elucidate in what way a person absorbs, creates, and observes both spoken and written language. The theories in language studies have been used in psycholinguistic instruction. Approximately experts apply them as the footing for building language instruction theories and approaches. Learning is seen as a development process in the psycholinguistic method. Distinct cognitive processes take place within the individual before entering the social dimension. By means of a technique, numerous approaches based on psycholinguistic tho

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Aggarwal, Richa. "Innovative Approaches and Strategies for Teaching: Dealing with Constraints for better Learning." Issues and Ideas in Education 2, no. 2 (2014): 217–28. http://dx.doi.org/10.15415/iie.2014.22016.

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Dr. C. Priyadharshini. "Objectives of Teaching and Interactive Learning." Creative Launcher 6, no. 4 (2021): 125–29. http://dx.doi.org/10.53032/tcl.2021.6.4.20.

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An important aspect of teaching is to promote learners’ awareness and an appropriate learning strategy can enhance success with the learning task. The different types of Strategies like Memory, Cognitive, Compensation, Social Strategies and skills provide the learners with the opportunity to practice progress in their own way. The main role of the English teacher is to help students discover effective approaches to learning and to stimulate knowledge and provides kills to the learners. They must adapt various approaches to teaching in order to serve the needs of the students. Teaching methodol

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