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Journal articles on the topic 'Teaching Modalities'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Hatcher, Sherry L., C. Comfort Shields, Elizabeth E. Wierba, Juliet L. Hatcher-Ross, and Steven J. Hanley. "College Peer Counselor Teaching Modalities." Teaching of Psychology 41, no. 4 (2014): 345–48. http://dx.doi.org/10.1177/0098628314549708.

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Carrol, Norman, and Molly Burke. "Learning Effectiveness Using Different Teaching Modalities." American Journal of Business Education (AJBE) 3, no. 12 (2010): 65–76. http://dx.doi.org/10.19030/ajbe.v3i12.966.

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There is much discussion about whether online instruction is as effective as face-to-face instruction. To address this question, a comparative study was made of two sections of an MBA organizational theory course, one taught online and the other face-to-face. The content covered by both sections was the same with similar assignments and a common final examination. There was little difference between the sections on the results of the final examination or the student course evaluations. This study suggests that neither modality is more effective than the other with regard to student achievement

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Angouti, Saeid, and Karim Jahangiri. "Transforming ESL Teaching Modalities Using Technological Tools." English Language and Literature Studies 9, no. 1 (2019): 134. http://dx.doi.org/10.5539/ells.v9n1p134.

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A qualitative approach was used to analyze the effect of technology on enabling ESL students to grasp new content. The major objective of this research was to explore the techniques and strategies implemented by ESL tutors. The research also identified the technological tools such as smart board computers, and tablets that ESL teachers can use in passing information so as to allow students relate with whatever is being taught. Data was collected through conducting interviews on two ESL tutors who are highly experienced, and by conducting an in-depth literature review. In the findings, four the

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Rossi, Susan-Jane. "Complementary Medicine Modalities: Teaching and Assessment Tools." Home Health Care Management & Practice 16, no. 6 (2004): 541–42. http://dx.doi.org/10.1177/1084822304265859.

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AbdelKarim Mousa Malkawi, Nibal, Nazzem Mohammad Abdullah Attiyat, Fatima Mohammad Hasan Ismael, Atika Mohammad Hasan Ismael, and Mahmoud Ali Ibrahim Rababah. "English Teachers’ Use of Multiple Modalities." Arab World English Journal 14, no. 1 (2023): 105–19. http://dx.doi.org/10.24093/awej/vol14no1.7.

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Integration of Information, Communication, and Technology helps instructors meet the global need for substituting technology-based teaching and learning tools and services for conventional teaching techniques. English teachers can customise learning for students, and thus it is important to explore new subjects and provide goal-focused training to students. Thus, motivating teachers to use technology and develop their teaching styles to emphasise good teaching is important. Teachers should stop seeing technology as an obstacle to learning. Self-efficacy theory relates to the expectancy-value f

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Qian, Youling. "Badminton Teaching Modes and Students’ Academic Performance: Basis for Teaching and Learning Approaches." Journal of Education and Educational Research 7, no. 2 (2024): 144–48. http://dx.doi.org/10.54097/xexzxy92.

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This study aimed to determine the assessment of the application of mixed teaching mode in badminton teaching as perceived by the freshmen and sophomore students in selected universities in China. It utilized the descriptive comparative -correlational research design in the conduct of the study. To ensure the valid and systematic presentation, analysis and interpretation of the data the following statistical tools were obtained: frequency count and percentage, weighted mean, ranking, P value and t-test/ Analysis of Variance for independent samples, Pearson’s r Correlation Analysis. Results of t

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Cardeño, Bernadeth, Sarah Ben Sopsop, Luz Orbeta, Kaitlin Marie Opingo, Randy Mangubat, and Veronica Calasang. "Assessing the Different Learning Modalities of a Selected Public Elementary School." World Journal on Education and Humanities Research 4, no. 1 (2024): 146–59. https://doi.org/10.5281/zenodo.11314334.

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This study evaluates the perceived effectiveness of digital learning, module-based learning, and face-to-face teaching methods, assessing their benefits and challenges from the learners' perspective. Through a structured survey encompassing various effectiveness indicators, the study quantifies learners' experiences across these teaching modalities, highlighting digital learning's flexibility and resource accessibility, module-based learning's personalization, and face-to-face teaching's superior interaction and immediate feedback. With an aggregate analysis of effectiveness ratings, face-to-f

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Yip, Jeffrey, and Joseph A. Raelin. "Threshold concepts and modalities for teaching leadership practice." Management Learning 43, no. 3 (2011): 333–54. http://dx.doi.org/10.1177/1350507611422476.

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Can the teaching of leadership transform practice? What concepts and modalities are best suited to do so? This article builds on Meyer and Land’s (2003) theory of threshold concepts to examine how students learn and experience leadership as a complex and multi-faceted practice. Threshold concepts are conceptual gateways, opening up new and previously inaccessible ways of thinking about a field. In an ethnographic account using participant observation, analysis of student papers, and in-depth interviews, the authors identified two threshold concepts that had a transformational impact on student

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Asnawi, Amrin Saragih, and Rahmad Husein. "Moods and Modality in Virtual Communication: The Study of Multimodal Analysis in Teaching Practice." SALTeL Journal (Southeast Asia Language Teaching and Learning) 6, no. 1 (2023): 1–9. http://dx.doi.org/10.35307/saltel.v6i1.101.

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The focus of the study was on moods and modality in virtual communication. The purposes of the research were to analyze the moods and modalities used by the lectures for virtual teaching to evaluate the manner of the moods and modalities realized in virtual teaching and to investigate reasons underlying the use of moods and modalities in virtual teaching. The sources of data for this research were verbal and nonverbal language from the interactions of virtual teaching. The data were utterances and gestures produced by the lecturers. The research design was qualitative research. The data were c

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Yan, Yuanyuan. "Analysis of the Application of Educational Equity in Primary Education." Lecture Notes in Education Psychology and Public Media 85, no. 1 (2025): 43–50. https://doi.org/10.54254/2753-7048/2025.20912.

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Traditional teaching modalities, which mainly feature teachers' lecturing and systematic knowledge imparting while disregarding students' initiative, have become difficult to accommodate the demands of modern education. Although the group cooperative approach is conducive to enhancing students' comprehensive capabilities, it also has deficiencies. Education equity refers to providing citizens with equal opportunities for learning and development, encompassing fair and just access to education and enjoying balanced educational resources for potential realization. This article analyzes the appli

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Norris, D. L. "TF-15 Comprehensive Approach to Teaching First Trimester Emergencies Utilizing Multiple Teaching Modalities." Annals of Emergency Medicine 58, no. 4 (2011): S335—S336. http://dx.doi.org/10.1016/j.annemergmed.2011.06.498.

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Malait, Ulysis, Celbert M. Himang, Lanndon Ocampo, et al. "The Efficacy of Matching Learning Modality in the Teaching-Learning Process." International Journal of Virtual and Personal Learning Environments 12, no. 1 (2022): 1–16. http://dx.doi.org/10.4018/ijvple.285597.

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As a foundational approach in inferential statistics, hypothesis testing (HT) is considered as one of the most challenging topics for teaching and learning. A promising approach is through the consideration of students’ learning modalities, as demonstrated in vast applications; however, contentions that surround the use of learning modality in education exist in recent debates. The cause of this unrest is the lack of robust empirical evidence on the efficacy of learning modalities in education. Thus, this work attempts to contribute to this debate and investigates whether sensory modality does

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Nocera, Irene, Valentina Vitale, Giuseppe Conte, Micaela Sgorbini, and Giovanni Barsotti. "Evaluation of veterinary students’ suture performance according to three different instructional modalities." Open Veterinary Journal 14, no. 5 (2024): 1103. http://dx.doi.org/10.5455/ovj.2024.v14.i5.3.

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Background: Higher education attempts to ameliorate learning experience through match between learning subjects and students' learning styles. Aim: This study evaluates efficacy of three different instructional modalities aimed at teaching veterinary students how to make simple suture knots. Methods: A cohort of 43 fourth-year students were split into 3 groups and provided with different instructional modalities: presentation with pictures and descriptions, hard copy text, and muted video. Student’s surgical simulation performance was evaluated. Then, they answered a 23 question-survey, Flemin

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Gianna Marlee Gatchalian Gaddi. "Teaching physical education during the time of pandemic." World Journal of Advanced Research and Reviews 21, no. 2 (2024): 187–98. http://dx.doi.org/10.30574/wjarr.2024.21.2.0377.

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This research study aimed to identify the modalities used in teaching Physical Education in the district of San Rafael, Bulacan during the time of pandemic. Further, the study investigated the challenges experienced by the Physical Education (PE) teachers and the solutions they made to address these challenges. The end goal of the study was a school action plan for physical education to address the issues in teaching PE during the pandemic. Qualitative research design through thematic analysis was employed and a semi structured virtual interview was conducted to further substantiate the findin

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Gianna, Marlee Gatchalian Gaddi. "Teaching physical education during the time of pandemic." World Journal of Advanced Research and Reviews 21, no. 2 (2024): 187–98. https://doi.org/10.5281/zenodo.13995241.

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This research study aimed to identify the modalities used in teaching Physical Education in the district of San Rafael, Bulacan during the time of pandemic. Further, the study investigated the challenges experienced by the Physical Education (PE) teachers and the solutions they made to address these challenges. The end goal of the study was a school action plan for physical education to address the issues in teaching PE during the pandemic. Qualitative research design through thematic analysis was employed and a semi structured virtual interview was conducted to further substantiate the findin

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Reyes, Stephanie S., and Omar P. Dela Merced. "Academic Performance of Local City College Senior High School Students During the Face-To-Face and Bichronous Teaching Modalities." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 1094–100. http://dx.doi.org/10.47772/ijriss.2024.804082.

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This study endeavors to discern meaningful associations between the academic achievements of senior high school students within local city colleges across two distinct teaching modalities. Specifically, it aims to explore potential relationships and disparities in academic performance between the conventional face-to-face teaching approach during the initial semester of the 2019-2020 academic year and the bichronous teaching modality adopted in the corresponding semester of the 2020-2021 academic year. Furthermore, the investigation seeks to ascertain whether noteworthy differences emerge in a

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Moodie, Douglas R. "How Different Student Demographics affect the Course Grades of the Different Teaching Modes for Hybrid Teaching Instructors Only." International Journal of Educational Methodology me-10-2024, me-10-issue-3-august-2024 (2024): 495–516. http://dx.doi.org/10.12973/ijem.10.3.495.

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<p style="text-align:justify"><span style="font-size:9.0pt"><span style="color:black">Certain demographics of students may prefer certain modalities, and certain demographics may achieve higher mean grades in some teaching modalities than others. This study used student-section data from five years of all the undergraduate courses at Kennesaw State University (KSU) from 2015 to 2019. This data set with individual student course outcomes included full student demographics and course types, including previous university grade point average (GPA), sex, age, ethnicity, course dep

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Adams, Andrew J., Emily A. Wasson, John R. Admire, et al. "A Comparison of Teaching Modalities and Fidelity of Simulation Levels in Teaching Resuscitation Scenarios." Journal of Surgical Education 72, no. 5 (2015): 778–85. http://dx.doi.org/10.1016/j.jsurg.2015.04.011.

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Ole, Carmelyn, Josephine Rastica, and Jocebel Alontaga. "Modalities in Teaching, Assessment and Student Consultation in the New Normal: Challenges and Insights." School of Education Research Journal 2, no. 1 (2021): 98–106. https://doi.org/10.5281/zenodo.13301419.

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This study explored the modalities of teaching, the assessment tools, and the means of student consultation that the School of Education (SED) faculty used in the New Normal. This study identified the challenges encountered by the faculty, how they addressed the challenges and the insights that they gained from their teaching experience in the New Normal. The respondents of this study were the ten SED faculty; five were full time and five were part time. A survey questionnaire gathered the needed data. The survey contained eight questions, where three questions have indicators for the faculty

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Lorena, Gabriela Hernández Arteaga1* María del Lourdes Arias Gómez2 Lourdes Leticia Cárdenas Segovia3 Jesús Arias Gómez4 Braulio Hernández De León5. "EL IMPACTO EN EL RENDIMIENTO ACADÉMICO DE ESTUDIANTES UNIVERSITARIOS A TRAVÉS DE DIFERENTES MODALIDADES DE ENSEÑANZA." ISRG Journal of Multidisciplinary Studies (ISRGJMS) II, no. VII (2024): 4–9. https://doi.org/10.5281/zenodo.12706437.

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<em>The implementation of different teaching modalities, such as virtual, in-person, and blended learning, has expanded in higher education institutions, especially in light of the COVID-19 pandemic. This study aimed to compare the academic performance of 40 university students who took courses in virtual, in-person, and blended learning modalities. A questionnaire was administered to the students to measure their academic performance in terms of the average grades obtained during the periods in which they took courses in virtual, in-person, and blended learning modalities. The results showed

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Estipona, Kayla Aira Villalon, Mary Gail C. Gonzales, Jaliha S. Jumaarin, et al. "Teaching from the Remote: Investigating Teachers’ Educational Presence and Instructional Experiences in Using Alternative Learning Modalities." Journal of Health Research and Society 4, no. 1 (2025): 26–40. https://doi.org/10.34002/jhrs.v4i1.108.

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The COVID-19 pandemic in the Philippines brought about a significant challenge to the traditional learning mode among AP teachers due to their reliance on conventional teaching methods, necessitating a rapid shift and implementation of alternative learning modalities. This study, conducted through a qualitative approach, investigates teachers' educational presence and instructional experiences using alternative learning modalities in remote learning. It employed a thematic analysis of data gathered from nine semi-structured interviews, exploring understanding of teachers' educational presence

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Siwa, Mark Christian. "Benchmarks of New Teaching Modalities and Instructional Management in Physical Education in Selected Universities in Asia." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 3, no. 1 (2024): 24–39. http://dx.doi.org/10.62718/vmca.pr-ijetas.3.1.sc-0624-023.

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The Philippines' education system is still undergoing significant change as it adopts innovative strategies to continue offering high-quality instruction in the face of the pandemic. The COVID-19 epidemic has caused havoc on the economy, exacerbating poverty, undermining the health care system, altering people's lives from the traditional to the new normal, and particularly affecting the education sector. Digital technology is currently being used to improve instructional management and teaching modalities. It will also analyze the practices of colleges and universities across selected Asian c

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LoBuono, D., S. Leedahl, and E. Maiocco. "TECHNOLOGY USE, TEACHING MODALITIES, AND LEARNING PROGRESSION FOR OLDER ADULTS." Innovation in Aging 2, suppl_1 (2018): 170. http://dx.doi.org/10.1093/geroni/igy023.611.

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Adams, Marianne. "Crossing Artistic Modalities to Enhance the Teaching of Dance Technique." Journal of Dance Education 5, no. 1 (2005): 11–14. http://dx.doi.org/10.1080/15290824.2005.10387278.

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Shah, Shilpa, and Gerhard Meisenberg. "Opinions about Teaching Modalities: A Comparison between Faculty and Students." Education Research International 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/604052.

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Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination)

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Leporati, Becky Ramsey, Pam Bach, and Lisa Hong. "Learning to Evaluate Sources: Comparing Teaching Modalities and Student Outcomes." portal: Libraries and the Academy 19, no. 2 (2019): 233–52. http://dx.doi.org/10.1353/pla.2019.0014.

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Molcosean, Alexandru. "Middle school teaching modalities under of the distance learning conditions." Univers Pedagogic 3, no. 67 (2020): 57–64. https://doi.org/10.5281/zenodo.4061759.

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The study presents a series of ways that can be used in the teaching process of the History object in the conditions of the distance learning process. Information tools such as e-mail, social networks, video conferencing and educational platforms are the epicenter of this research. The content of the article provides examples of tasks proposed to students to be completed.

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Kurniawan, Asep, Sumijan, and Jufriadif Na’am. "Sistem Pakar Identifikasi Modalitas Belajar Siswa Menggunakan Metode Forward Chaining." Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) 3, no. 3 (2019): 518–23. http://dx.doi.org/10.29207/resti.v3i3.1166.

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Student learning modalities are important to be identified by teachers and students. Because the success of students in the field of academics is supported by the appropriate student learning modalities. Often occurs in the process of teaching and learning teachers do not know the modalities of student learning so that the material in teaching teachers difficult to accept by students. Appropriate learning modalities that are in accordance with the methods taught by the teacher need to be built in an Expert System. Expert System that is processed in this research is taken from the expertise of

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Carr, Amanda Nichole (Mandi), Roy Neville Kirkwood, and Kiro Risto Petrovski. "Effective Veterinary Clinical Teaching in a Variety of Teaching Settings." Veterinary Sciences 9, no. 1 (2022): 17. http://dx.doi.org/10.3390/vetsci9010017.

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This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices

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Balahim, Al Jalil, and Boquia Arbaya Haron. "Teaching English in Blended Learning Modalities: Its Relation to the Students' Communicative Competence." Psychology and Education: A Multidisciplinary Journal 27, no. 2 (2024): 239–49. https://doi.org/10.5281/zenodo.14006321.

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In today’s rapidly advancing technological world, leveraging these innovations to enhance education is crucial. Blended learning, which combines traditional and technology-driven teaching methods, provides greater flexibility and enriches the teaching-learning process. In English Language Teaching (ELT), blended learning has gained widespread popularity, leading to numerous studies on its effectiveness. This research explores the relationship between teaching English through blended learning modalities and students' communicative competence in selected private secondary schools across th

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Narayan, Aditee P., Shari A. Whicker, Robert W. Benjamin, Jeffrey Hawley, and Kathleen A. McGann. "Can Tablet Computers Enhance Faculty Teaching?" Journal of Graduate Medical Education 7, no. 2 (2015): 242–46. http://dx.doi.org/10.4300/jgme-d-14-00475.1.

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Abstract Background Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Objective Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non–tablet-based teaching modalities. Methods We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non–tablet-based methods. Presurveys, postsurveys, and monthly facul

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Ruiz Cirlot, Andrea. "impact of the Covid-19 pandemic on teaching and learning Business English:." Coolabah, no. 33 (February 17, 2023): 42–57. http://dx.doi.org/10.1344/co20223342-57.

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This paper explores the impact of the Covid-19 pandemic on the effectiveness of face-to-face, online and the combination of both modalities in the teaching and learning of Business English, which is a discipline included in the English for Specific Purposes approach, known by its acronym ESP. In order to determine the differences between these two modalities, I created a questionnaire to gather information from fourth-year undergraduate students of Business Administration and Management from the University of Barcelona, and also from teachers who have taught Business English and other modes of

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R., Freddie. "Synchronous and Asynchronous Modalities for Mathematics Instruction during the Covid-19 Pandemic." European Journal of Mathematics and Science Education 4, no. 1 (2023): 79–93. http://dx.doi.org/10.12973/ejmse.4.1.79.

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<p style="text-align: justify;">The purpose of this study was to evaluate synchronous and asynchronous mathematics teaching modalities at Isabela State University. The qualitative research method was used to collect information, opinions, and experiences of Isabela State University mathematics faculty in employing synchronous and asynchronous modes in teaching mathematical courses in terms of strengths, weaknesses, possibilities, and problems. The study's subjects were 15 Mathematics Instructors chosen at random from Isabela State University's nine campuses. A structured interview was cr

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Anjankar, Vaibhav, Gajanan Namdeorao Chavan, Kanchankumar P. Wankhede, and Shital Hajare. "The Scope of Virtual Dissection Modalities in Today’s Technological Era over the Conventional Anatomical Teaching." Journal of Datta Meghe Institute of Medical Sciences University 18, no. 3 (2023): 559–62. http://dx.doi.org/10.4103/jdmimsu.jdmimsu_280_23.

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The branch of medicine is witnessing continuous makeover due to new knowledge or innovations in the field. The novel coronavirus pandemic also changed many of our mindsets. The traditional cadaveric dissection is also not an exception to this. The increasing shortage of cadavers for dissection, lack of public awareness of body donation program, etc., is important factors that generated the need of virtual dissection modalities. Many technologically advanced modalities are available worldwide. India is one of the largest Medical Education Hubs with hundreds of medical institutes across the coun

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Rakhmetova, Sh S. "The individual approach in teaching a foreign language." Vestnik of M. Kozybayev North Kazakhstan University, no. 2 (66) (July 4, 2025): 76–82. https://doi.org/10.54596/2958-0048-2025-2-76-82.

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The article considers the need for an individual approach in teaching a foreign language, taking into account the modalities of students’ perception. The effectiveness of the educational process increases significantly if we rely on knowledge about the leading channel of information perception for each student. The focus is on sensory systems – visual, auditory, kinesthetic – that determine how a student receives and processes information.The results of the study show that an individual approach to teaching a foreign language contributes to a deeper assimilation of language material, an increa

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Matosas-López, Luis, Juan Carlos Aguado-Franco, and José Gómez-Galán. "Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities." Journal of New Approaches in Educational Research 8, no. 2 (2019): 142. http://dx.doi.org/10.7821/naer.2019.7.410.

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The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task.This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 stude

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Henriksen, Danah, Edwin Creely, and Michael Henderson. "Folk Pedagogies for Teacher Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19." Journal of Technology and Teacher Education 28, no. 2 (2020): 201–9. https://doi.org/10.70725/410492lqewwm.

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In the COVID-19 shift to online education, many educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous video appears to offer more immediate replicability of existing f2f synchronous teaching than asynchronous modalities. However, moving pedagogy from one medium to another is not always a smooth transition. The COVID-19 situation forced urgent transitions, and without adequate opportunities to design for a new medium, some instructors have struggled with old challenges, made new by the medium. We sugg

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Holmes, Courtney, and Christine Reid. "Comparative Analysis of Learning Outcomes for On-Campus and Distance Learning Courses in a Rehabilitation and Mental Health Counselor Education Program." Rehabilitation Research, Policy, and Education 33, no. 3 (2019): 180–83. http://dx.doi.org/10.1891/2168-6653.33.3.180.

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BackgroundDespite the increasing reliance in counselor education on online teaching and learning, the efficacy is not well documented.ObjectiveTo investigate learning outcomes for master's-level rehabilitation and mental health counseling students.MethodsThis study compared on-campus and online learning course delivery methods with pre-and post-tests using 41 participants across four courses.FindingsSignificant differences were found within both groups between the pre- and post-test, indicating significant gains in knowledge acquisition. No significant differences were found between group moda

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Martinez, Mario Antonio. "What do people write about COVID-19 and teaching, publicly? Insulators and threats to newly habituated and institutionalized practices for instruction." PLOS ONE 17, no. 11 (2022): e0276511. http://dx.doi.org/10.1371/journal.pone.0276511.

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Covid represents major changes in teaching across the world. This study examined some of those changes through tweets that contained threats and insulators to habitualization of newer teaching practices. The investigator harvested tweets to determine sentiment differences between teaching and schools and teaching and online. Topic modeling explored the topics in two separate corpora. Omnibus Yuen’s robust bootstrapped t-tests tested for sentiment differences between the two corpora based on emotions such as fear, anger, disgust, etc. Qualitative responses voiced ideas of insulation and threats

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Chen, Yu An, Elizabeth Seiverling, and Joann Rill. "Analysis of dermoscopy teaching modalities in United States dermatology residency programs." Dermatology Practical & Conceptual 7, no. 3 (2017): 38–43. http://dx.doi.org/10.5826/dpc.070308.

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Almagharbeh, Wesam. "Teaching Modalities and Their Effect on Nursing Students Knowledge and Satisfactions." Journal of Curriculum and Teaching 13, no. 2 (2024): 308. http://dx.doi.org/10.5430/jct.v13n2p308.

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Nursing education plays a crucial role in preparing healthcare professionals to provide high-quality care in different healthcare settings. The acquisition of knowledge and the development of nursing education, be it online or face-toface, is crucial to ensure that students are competent enough to address the complex challenges of the healthcare work environment. Aim: The primary aim of the study is to compare the knowledge and satisfaction of students pursuing online and lecture-based diploma courses on adult health nursing studies in South Jordan. Methods: Quantitative research was employed,

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Gu, Guihong, Huiru Shao, Anqi Chen, and Cyruz Tuppal. "Self-Efficacy Among Nursing Students Using Flipped and Traditional Teaching Modalities." Journal of Clinical and Nursing Research 8, no. 9 (2024): 99–111. http://dx.doi.org/10.26689/jcnr.v8i9.8344.

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Objective: To measure the self-efficacy of nursing students taught using both flipped and traditional classroom modalities. Method: A quantitative research design was employed. The control group was taught using the traditional classroom model, while the experimental group utilized the flipped classroom model. The study population consisted of undergraduate nursing majors at Shandong University of Traditional Chinese Medicine. Two out of twelve classes were selected through random sampling. Results: The study presents an analysis of the t-test results using SPSS, which shows a significant diff

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Chapman, Dane M., Kenneth J. Rhee, John A. Marx, et al. "Open Thoracotomy Procedural Competency: Validity Study of Teaching and Assessment Modalities." Annals of Emergency Medicine 28, no. 6 (1996): 641–47. http://dx.doi.org/10.1016/s0196-0644(96)70087-2.

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Jackson, Lindsey, John J. Byrne, Andrew Lupo, Maria Florian-Rodriguez, Clifford Wai, and Sunil Balgobin. "Educational Modalities for Teaching Surgical Techniques for Obstetric Anal Sphincter Injuries." Obstetrics & Gynecology 135 (May 2020): 73S. http://dx.doi.org/10.1097/01.aog.0000665236.84174.23.

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Suart, Celeste, Martha Cassidy-Neumiller, and Kelsey Harvey. "Modalities of Faculty Engagement with the Scholarship of Teaching and Learning." Journal of Effective Teaching in Higher Education 6, no. 1 (2023): 1–24. http://dx.doi.org/10.36021/jethe.v6i1.320.

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This article reports on a mixed-methods study examining the ways in which faculty and staff engage with the Scholarship of Teaching and Learning (SoTL) at a medium-sized research-intensive university in southern Ontario, Canada. Survey data was collected from fifty-six faculty and staff respondents, along with eight faculty completing follow-up semi-structured interviews. We found respondents used multiple engagement modalities to stay informed on SoTL literature, carry out SoTL research, and disseminate their findings. Barriers to SoTL participation include lack of dedicated time, limited for

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Rajakumar, S., M. Jayanthi, and Elizabeth Joseph. "Evaluation of teaching modalities adopted by trainers to educate special children." SRM Journal of Research in Dental Sciences 3, no. 1 (2012): 7. http://dx.doi.org/10.4103/0976-433x.128081.

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Mendoza, Russel. "Exploring the Effectiveness of Online Learning Modalities towards Enhanced Teacher Training." Psychology and Education: A Multidisciplinary Journal 19, no. 10 (2024): 1013–27. https://doi.org/10.5281/zenodo.11199576.

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The growing adoption of online learning modalities in recent years has brought about a fundamental change in the educational landscape. The way students interact with information has been altered by the incorporation of digital technologies into traditional educational frameworks. Moreover, teacher preparation programs have also been greatly affected by this development. The purpose of this study is to determine and assess the effectiveness of online learning modality and to propose teacher training inputs. It is crucial to understand how effective online learning is to the professional growth

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Mehta, Abhishek, Kiran Tripathi, and Himanshi Bansal. "Quiz as an adjunctive modality in teaching Clinical Microbiology for Undergraduate Medical Students." Advances in Bioscience and Clinical Medicine 9, no. 3 (2021): 31. http://dx.doi.org/10.7575/aiac.abcmed.v.9n.3p.31.

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Conventional teaching modalities like Didactic lectures if practised alone fails to transfer concepts as effectively as active learning approaches. Active learning methods like Quizzing leads to active participatory involvement of students, motivates them by increasing interest in the subject and act as a driving force for more effective learning. The purpose of this study was to evaluate the effectiveness of Quiz as an adjunctive teaching modality in clinical microbiology for undergraduate medical teaching and to compare it with conventional teaching methods like Didactic lectures. In this in

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Norris, Emma, and Simon Bird. "Valuing creativity in the child teaching block." Clinical Psychology Forum 1, no. 213 (2010): 24–28. http://dx.doi.org/10.53841/bpscpf.2010.1.213.24.

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The Bristol course placed the concept of creativity as one of its core themes in the child teaching block. The aim was to allow trainees to practise communicating psychological ideas in effective and engaging ways, taking advantage of a variety of modalities and creative methods and above all, using the child’s natural interests and everyday creativity.

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Babadogan, Cem, and Gizem Kilic. "Learning Modalities of Sixth Grade Students and the Learning and Teaching Modalities of the English Teachers at Primary Schools." Procedia - Social and Behavioral Sciences 46 (2012): 2467–71. http://dx.doi.org/10.1016/j.sbspro.2012.05.504.

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