A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Integration of Multimedia Interactive Web Tools with In-Class Active Learning

In this paper, we present our experience with an introduction to engineering course in which we used a combination of active and collaborative teaching methods, multimedia web-based material, and web-based interactive tools. The students were engaged in active learning in class with methods such as demonstrations, hands-on work, and group work. After class, the students used the web-based material that we developed, such as multiple choice quizzes, interactive applets, and animations. We have also developed a number of web-based course management tools that were used by the course instructors. We conclude that both the students and instructors had a very positive experience from using this combination of methods

Groupwork assessments and international postgraduate students : reflections on practice

Groupwork is a common learning and assessment method in Business Schools throughout the UK. It has recognised pedagogic benefits, increases active or deep learning of a subject and, although it often appears to be unpopular amongst students, for these reasons it is popular among academic staff in Business Schools. The cultural diversity of a particular cohort of students (especially those who have received no previous education in the UK) arguably has an impact on teaching method and assessment methods. It brings another dimension to the debate of ‘traditional’ versus ‘innovative’ teaching approaches and is worth further examination, particularly as the increasingly multicultural aspect of the present UK higher education environment is not a well researched field. The impact of the increasing numbers of international students dictates that issues relating to the appropriateness of teaching and learning methods must be considered within a multicultural perspective. The preference of certain international students, particularly those from the Far East, is for the more traditional teaching methods; groupwork is unpopular (Bamford et al 2002). This adds weight to the argument for maintaining traditional methods in the multinational classroom. The issue is explored here through a case study on the use of a group assessment with a cohort of international students at postgraduate level

Comparing the effects of active and traditional teaching of stress management on academic performance and the stress level in nursing students

Background: Stress as one of the prevalent diseases of the century, is the body non-responsive status to any request that can reduce the forces and affect activities and efforts. Nursing and midwifery students are experiencing multiple stressors during their study. They stress not only from theoretical training environments, that also from hospital stressors. According to negative effects of stress over academic performance of nursing students, stress management could be taught via different methods including traditional and active teaching methods. In traditional teaching, the teacher througout a one-way relationship with students is transferring knowledge and students act as knowledge recievers. In traditional teaching, the teacher is responsible for the education topic, transferring information, assessment of students’ learning status, and strengthening students’ favorable behaviors. The active learning includes methods in which students play more roles than just listening and participate in information process and practice. Objective: The aim of current study was to investigate the effect of traditional teaching compared to the active teaching of stress management on academic performance in nursing students. Methods: The study population consisted of all 3rd-semester nursing undergraduate level students from Alborz Medical University. Participant including 50 students were randomly assigned to two 25-individual groups. The first group received traditional teaching (pamphlet, explaining, lecturing) and for the second group active teaching methods (brain storming, group discussion, ask questions, role play, role-play replacement…) were performed for 8 hours. All students completed the DASS 42 questionnaire. Findings: Independent t-test results indicated significant difference between students’ level of stress before and after traditional and active teaching of stress management. Knowing that both traditional and active teachings could reduce students’ stress, though active teaching was more effective. Moreover, active teaching compared to traditional method led to a better students’ academic performance. Conclusion: The results of this study showed that compared to the traditional method the active learning reduced the students’ anxiety and depression. Teaching stress management especially via an active learning is a suitable approach to improve students’ academic performance and to decrease the negative effects of anxiety, stress, and depression. Keywords: Stress, stress management, active learning, academic performanc

Formative exploration of students’ perception about Community Medicine teaching at Mahatma Gandhi Institute of Medical Sciences, Sewagram, India

Objective: The objectives of the present formative research were to explore the medical undergraduates’ study problems and their perceptions about various teaching approaches in currently practiced teaching curriculum of Community Medicine. Material and Methods: The present formative research was undertaken at Dr. Sushila Nayar School of Public Health incorporating Department of Community Medicine, Mahatma Gandhi Institute of Medical Sciences, Sewagram. The respondents were 17 (26.5%) conveniently selected final year exam appearing medical undergraduates from 2004 regular batch of 64 students. A triangulation of qualitative research methods like free listing, pile sort exercise and a Focus Group Discussion (FGD) were used. A two dimensional scaling and hierarchical cluster analysis was completed with the pile sort data. The data was analyzed by using software Anthropac 4.98.1/X software. Results: The medical undergraduates could understand the topics like Integrated Management of Neonatal and Childhood (IMNCI), Primary Health Care (PHC), cold chain system for vaccines, immunization and health education, dietary survey and cluster survey method taught in the community based camp approaches. Students found it difficult to comprehend the core of subject from the scattered lecture series over a long teaching period, especially using lengthy over head projector/liquid crystal display presentations. The major problems encountered in studying the subject of Community Medicine were difficulty in understanding the concepts of biostatistics, confusions due to apparently similar text in National Health Programs and difficulty to recall disease statistics due to vast syllabus. Conclusions: Students perceived the community based camp approach of teaching as a best method to understand the subject, which is an integration of task oriented assignments, integration of social sciences within medical domain and active community involvement. Hence, the community based camp approach can be scaled up as a best Community Medicine teaching approach. The active learning methods could be used to improve the lectures and the clinics which should be more concentrated in final year of teachin

Teaching teachers in effectual entrepreneurship

Entrepreneurship and entrepreneurship education is seen by all kind of people to be important for economic growth. Teaching entrepreneurship needs another approach. Active learning and the constructivism is mostly seen as essential. Other elements that are influencing the teaching process are the competences, the culture and the teacher. So the teacher must be capable of using other methods and theory as he is used to. Effectuation, constructivism and andragogy are the key elements for the training of entrepreneurial teachers. From that perspective there has been made an education program that will start in September 2013 for teachers at universities of applied science. Until that time there are being held some minor experiments on parts of the program

A Hybrid Approach to Case Teaching

We structure case based teaching using a combination of computer-support echnology and in-class activities. We create and design an on-line learning tool, Case Study On-line (CSOL) that enables instructor to structure the delivery of teaching resources and set up assignment tasks in the system. The tool enables tasks to be set in a way that they can be completed sequentially, and learning resources can be accessed only when required by students. Upon submission of their assignments, students can promptly receive instructor’s explanations to the tasks. Follow up activities take place in class, with the objective to promote active learning. The tool was adopted over two semesters in an undergraduate economics course and surveys were conducted among the students to evaluate the effectiveness of the tool. The results of the survey were very positive, providing support to our belief that a system of well-designed case teaching delivery tool, together with classroom activities, is able to increase the level of students’ engagement and interest. The paper helps to address some concerns about teaching methods in undergraduate economics courses.Technologies-based Instruction, In-class Activities, Scaffolding, Active-based Learning

Improving the Power Electronics Laboratory teaching/learning process: an interactive web tool

European Higher Education Area; Power Electronics Laboratory; educational methods Resumen: The forthcoming European Higher Education Area implies an important change in the teaching/learning process: it is necessary to get students more involved as well as to promote their independence and active participation. To achieve this objective, the new teaching methodologies aimed at more effective and appropriate learning for professional practice involve the use of audiovisual, computer and multimedia tools on the part of lecturers. Therefore, a web tool, based on a content management system, has been developed for the teaching in Power Electronics Laboratory. Moreover, the use of these multimedia tools makes possible to promote the students independence. Finally, the use of this web tool results in a very significant increase in the motivation students.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Using Progressive Pedagogies to Enhance Learner Autonomy

In this presentation I firstly review different approaches and methods that have been used to teaching English. Based on these approaches and methods, our understanding of how students learn their second language has been greatly enhanced. However, students in the 21st Century have more demands and needs than previously and we now have to use more progressive pedagogies to teach them. Some features of a progressive pedagogical approach are: learners are active participants; teachers are facilitators and guides; there is shared decision-making by the group; learning is seen as part of real-life experiences; and learning is conceptualized as a spiral where knowledge is constructed through experience and social interaction (Peters, 2012). This type of pedagogical approach is student-centred and lends itself to the promotion of learner autonomy. By way of an example I will talk about a university level English for Science course I have been involved in developing and teaching over the past five years. Keywords: Progressive pedagogies, learner autonomy, project learning