Search results for: teaching styles

Authors: Yinghua Huang, Tsu-Hong Yen

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The latest advance in leadership research has revealed that leadership is co-created through the combined action of leading and following. The role of followers is as important as leaders in the leadership process. However, the previous leadership studies often conceptualize leadership as a leader-centric process, while the role of followers is largely neglected in the literature. Until recently, followership studies receives more attention because the character and behavior of followers are as vital as the leader during the leadership process. Yet, there is a dearth of followership research in the context of tourism and hospitality industries. Therefore, this study seeks to fill in the gap of knowledge and investigate the followership styles in the U.S. hospitality workforce. In particular, the objectives of this study are to identify popular followership practices among hospitality employees and evaluate hospitality employees' followership styles using Kelley’s followership typology framework. This study also compared the generational differences in followership styles among hospitality employees. According to the U.S. Bureau of Labor Statistics, the workforce in the lodging and foodservice sectors consists of around 12% baby boomers, 29% Gen Xs, 23% Gen Ys, and 36% Gen Zs in 2019. The diversity of workforce demographics in the U.S. hospitality industry calls for more attention to understand the generational differences in followership styles and organizational performance. This study conducted an in-depth interview and a questionnaire survey to collect both qualitative and quantitative data. A snowball sampling method was used to recruit participants working in the hospitality industry in the San Francisco Bay Area, California, USA. A total of 120 hospitality employees participated in this study, including 22 baby boomers, 32 Gen Xs, 30 Gen Ys, and 36 Gen Zs. 45% of the participants were males, and 55% were female. The findings of this study identified good followership practices across the multi-generational participants. For example, a Gen Y participant said that 'followership involves learning and molding oneself after another person usually an expert in an area of interest. I think of followership as personal and professional development. I learn and get better by hands-on training and experience'. A Gen X participant said that 'I can excel by not being fearful of taking on unfamiliar tasks and accepting challenges.' Furthermore, this study identified five typologies of Kelley’s followership model among the participants: 45% exemplary followers, 13% pragmatist followers, 2% alienated followers, 18% passive followers, and 23% conformist followers. The generational differences in followership styles were also identified. The findings of this study contribute to the hospitality human resource literature by identifying the multi-generational perspectives of followership styles among hospitality employees. The findings provide valuable insights for hospitality leaders to understand their followers better. Hospitality leaders were suggested to adjust their leadership style and communication strategies based on employees' different followership styles.

Keywords: followership, hospitality workforce, generational diversity, Kelley’s followership topology

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Authors: Beverley Gallimore

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The Individuals with Disabilities Education Act of 2004 (IDEA) has helped to improve outcomes for students with special education needs. Through IDEA, students with Special Education Needs (SEN) have opportunities for more equitable education within the General Education classroom. However, students with disabilities lack access to instructions that can help them to maximize their fullest learning potential. Recently, educational stakeholders have emphasized Integrated Co-teaching as a tool to increase engagement and learning outcomes for students with disabilities in general education classrooms. As a result of this new approach, general and special education teachers are working collaboratively to teach students with disabilities. However, co-teaching models are not properly designed and structured to effectively benefit students with disabilities. Teachers must be oriented correctly in the co-teaching models if it is to be beneficial for students.

Keywords: CO-teaching, differentiation, equitable, collaborative

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Authors: Xiao Liulingzi

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It is important for using multi-sensory teaching in music learning. This article aims to provide knowledge in multi-sensory learning and teaching music in primary school. For primary school students, in addition to the training of basic knowledge and skills of music, students' sense of participation and creativity in music class are the key requirements, especially the flexibility and dynamics in music class, so that students can integrate into music and feel the music. The article explains the multi-sensory sense in music learning, the differences between multi-sensory music teaching and traditional music teaching, and music multi-sensory teaching in primary schools in China.

Keywords: multi-sensory, teaching practice, primary music classroom, China

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Authors: Huie-Wen Lin

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This study integrated various teaching factors -based on the idea of a flipped classroom- in a financial management course. The study’s aim was to establish an effective teaching implementation strategy and evaluation mechanism with respect to learning outcomes, which can serve as a reference for the future modification of teaching methods. This study implemented a teaching method in five stages and estimated the learning efficiencies of 22 students (in the teaching scenario and over two semesters). Subsequently, data envelopment analysis (DEA) was used to compare, for each student, between the learning efficiencies before and after participation in the flipped classroom -in the first and second semesters, respectively- to identify the crucial external factors influencing learning efficiency. According to the results, the average overall student learning efficiency increased from 0.901 in the first semester to 0.967 in the second semester, which demonstrate that the flipped classroom approach can improve teaching effectiveness and learning outcomes. The results also revealed a difference in learning efficiency between male and female students.

Keywords: data envelopment analysis, flipped classroom, learning outcome, teaching and learning

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Authors: Adil Kaval, Digdem Muge Siyez

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With the negative effects of internet use in a person's life, the use of the Internet has become an issue. This subject was mostly considered as internet addiction, and it was investigated. In literature, it is noteworthy that some theoretical models have been proposed to explain the reasons for internet addiction. In addition to these theoretical models, it may be thought that the coping style for stressing events can be a predictor of internet addiction. It was aimed to test with logistic regression the effect of high school students' coping styles on internet addiction levels. Sample of the study consisted of 770 Turkish adolescents (471 girls, 299 boys) selected from high schools in the 2017-2018 academic year in İzmir province. Internet Addiction Test, Coping Scale for Child and Adolescents and a demographic information form were used in this study. The results of the logistic regression analysis indicated that the model of coping styles predicted internet addiction provides a statistically significant prediction of internet addiction. Gender does not predict whether or not to be addicted to the internet. The active coping style is not effective on internet addiction levels, while the avoiding and negative coping style are effective on internet addiction levels. With this model, % 79.1 of internet addiction in high school is estimated. The Negelkerke pseudo R2 indicated that the model accounted for %35 of the total variance. The results of this study on Turkish adolescents are similar to the results of other studies in the literature. It can be argued that avoiding and negative coping styles are important risk factors in the development of internet addiction.

Keywords: adolescents, coping, internet addiction, regression analysis

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Authors: Wajeeha Shahid

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The study was designed to assess the impact of transformational and transactional leadership styles on work motivation and organizational commitment among faculty members of universities of Punjab. 713 faculty members were selected as sample through convenient random sampling technique. Three self-constructed questionnaires namely Leadership Styles Questionnaire (LSQ), Work Motivation Questionnaire (WMQ) and Organizational Commitment Questionnaire (OCMQ) were used as research instruments. Major objectives of the study included assessing the effect and impact of transformational and transactional leadership styles on work motivation and organizational commitment. Theoretical frame work of the study included Idealized Influence, Inspirational Motivation, Intellectual Stimulation, Individualized Consideration, Contingent Rewards and Management by Exception as independent variables and Extrinsic motivation, Intrinsic motivation, Affective commitment, Continuance commitment and Normative commitment as dependent variables. SPSS Version 21 was used to analyze and tabulate data. Cronbach's Alpha reliability, Pearson Correlation and Multiple regression analysis were applied as statistical treatments for the analysis. Results revealed that Idealized Influence correlated significantly with intrinsic motivation and Affective commitment whereas Contingent rewards had a strong positive correlation with extrinsic motivation and affective commitment. Multiple regression models revealed a variance of 85% for transformational leadership style over work motivation and organizational commitment. Whereas transactional style as a predictor manifested a variance of 79% for work motivation and 76% for organizational commitment. It was suggested that changing organizational cultures are demanding more from their leadership. All organizations need to consider transformational leadership style as an important part of their equipment in leveraging both soft and hard organizational targets.

Keywords: leadership styles, work motivation, organizational commitment, faculty member

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Authors: Richard Mababu Mukiur

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Leadership is an important drive that plays a key role in the success and development of organizations, particularly in the current context of digital transformation, highly competitivity and globalization. Leaders are persons that hold a dominant and privileged position within an organization, field, or sector of activities and are able to manage, motivate and exercise a high degree of influence over other in order to achieve the institutional goals. They achieve commitment and engagement of others to embrace change, and to make good decisions. Leadership studies in higher education institutions have examined how effective leaders hold their organizations, and also to find approaches which fit best in the organizations context for its better management, transformation and improvement. Moreover, recent studies have highlighted the impact of leadership styles on organizational performance and innovation capacities, since some styles give better results than others. Effective leadership is part of learning process that take place through day-to-day tasks, responsibilities, and experiences that influence the organizational performance, innovation and engagement of employees. The adoption of appropriate leadership styles can improve organization results and encourage learning process, team skills and performance, and employees' motivation and engagement. In the case of case of Information Technology sector, leadership styles are particularly crucial since this sector is leading relevant changes and transformations in the knowledge society. In this context, the main objective of this study is to analyze managers leadership styles with their relation to organizational performance and innovation that may be mediated by learning organization process and demographic variables. Therefore, it was hypothesized that the transformational and transactional leadership will be the main style adopted in Information Technology sector and will influence organizational performance and innovation capacity. A sample of 540 participants from Information technology sector has been determined in order to achieve the objective of this study. The Multifactor Leadership Questionnaire was administered as the principal instrument, Scale of innovation and Learning Organization Questionnaire. Correlations and multiple regression analysis have been used as the main techniques of data analysis. The findings indicate that leadership styles have a relevant impact on organizational performance and innovation capacity. The transformational and transactional leadership are predominant styles in Information technology sector. The effective leadership style tend to be characterized by the capacity of generating and sharing knowledge that improve organization performance and innovation capacity. Managers are adopting and adapting their leadership styles that respond to the new organizational, social and cultural challenges and realities of contemporary society. Managers who encourage innovation, foster learning process, share experience are useful to the organization since they contribute to its development and transformation. Learning process capacity and demographic variables (age, gender, and job tenure) mediate the relationship between leadership styles, innovation capacity and organizational performance. The transformational and transactional leadership tend to enhance the organizational performance due to their significant impact on team-building, employees' engagement and satisfaction. Some practical implications and future lines of research have been proposed.

Keywords: leadership styles, tranformational leadership, organisational performance, organisational innovation

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Authors: Wajiha Fatima

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Various approaches and methods for second language classroom teaching have been proposed since the nineteenth century. Task Based Language Teaching has been prevailing approach in a second language classroom context. It is an approach which immerses students in a naturalistic setting. Tasks are the core unit of planning and instruction. This paper aims at expounding the concept of Task Based Language Teaching and how it has been evolved. In this study, researcher will highlight the usefulness of TBLT and the role it played as a powerful tool for learning and teaching in a second language setting. The article will reflect the implementation of various tasks based activities as well as the roles played by learners and teachers and the problems faced by them. In the end, researcher will discuss how TBLT can be implemented in second language classroom pedagogy.

Keywords: implementation, second language classroom, tasks, task based language teaching

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Authors: Liu Dan

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It was considered either unnecessary or impossible for primary school students to implement online teaching until last year. A large number of E-learning or E-teaching researches have been focused on adult-learners, andragogy and technology, however, primary school education, it is facing many problems that need to be solved. Therefore, this research is aimed at exploring barriers and influential factors on online teaching for K-12 students from teachers’ perspectives and discussing the E-pedagogy that is suitable for primary school students and teachers. Eight hundred and ninety-six teachers from 10 primary schools in Shanghai were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results stress the significant three barriers by teachers with online teaching: the existing system is deficient in emotional interaction, teachers’ attitude towards the technology is negative and the present teacher training is lack of systematic E-pedagogy guidance. The barriers discovered by this study will help the software designers (E-lab) develop tools that allow for flexible and evolving pedagogical approaches whilst providing an easy entry point for cautious newcomers, so that help the teachers free to engage in E-teaching at pedagogical and disciplinary levels, to enhance their repertoire of teaching practices.

Keywords: online teaching barriers (OTB), e-teaching, primary school, teachers, technology

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Authors: Ntite Orji Kalu, Martina Kurowski

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Until recently, the Czech Republic had an educational system dominated by indigenous people, who accounted for 95% of the school population. With the increasing influx of migrants and foreign students, especially from outside European Union, came a great disparity among the quality of learners and their learning needs and consideration for the challenges associated with being a minority and living within a foreign culture. This has prompted the research into ways of tailoring the educational system to meet the rising demand of learning styles and needs for the diverse learners in the Czech classrooms. Literature is reviewed regarding the various ways to accommodate the international students considering racial differences, focusing on theoretical approach and pedagogical principles. This study examines the compulsory educational system of the Czech Republic and the position and responsibility of the teacher in fostering a culturally sensitive and inclusive learning environment. Descriptive and content analysis is relied upon for this study. Recommendations are made for stakeholders to imbibe a more responsive environment that enhances the cultural and social integration of all learners.

Keywords: culturally responsive teaching, cultural competence, diversity, learners, inclusive education, Czech schools

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Authors: Guangzhuang Yu, Chun-Chu Liu

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With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP.

Keywords: network music education APP, teaching quality evaluation, index and connotation

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Authors: Kim Norgaard Helmersen, Jan Silberberger

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Questions of style and reproducibility in relation to architectural design are not only continuously debated; the very concepts can seem quite provocative to architects, who like to think of architectural design as depending on intuition, ideas, and individual personalities. This standpoint - dominant in architectural discourse - is challenged in the present paper presenting early findings from a comparative STS-inspired research study of architectural design teaching and research at different architecture schools in varying national contexts. In philosophy of science framework, the paper reflects empirical observations of design teaching at the Royal Academy of Fine Arts in Copenhagen and presents a tentative theoretical framework for the on-going research project. The framework suggests that architecture – as a field of knowledge production – is mainly dominated by three epistemological positions, which will be presented and discussed. Besides serving as a loosely structured framework for future data analysis, the proposed framework brings forth the argument that architecture can be roughly divided into different schools of thought, like the traditional science disciplines. Without reducing the complexity of the discipline, describing its main intellectual positions should prove fruitful for the future development of architecture as a theoretical discipline, moving an architectural critique beyond discussions of taste preferences. Unlike traditional science disciplines, there is a lack of a community-wide, shared pool of codified references in architecture, with architects instead referencing art projects, buildings, and famous architects, when positioning their standpoints. While these inscriptions work as an architectural reference system, to be compared to codified theories in academic writing of traditional research, they are not used systematically in the same way. As a result, architectural critique is often reduced to discussions of taste and subjectivity rather than epistemological positioning. Architects are often criticized as judges of taste and accused that their rationality is rooted in cultural-relative aesthetical concepts of taste closely linked to questions of style, but arguably their supposedly subjective reasoning, in fact, forms part of larger systems of thought. Putting architectural ‘styles’ under a loop, and tracing their philosophical roots, can potentially open up a black box in architectural theory. Besides ascertaining and recognizing the existence of specific ‘styles’ and thereby schools of thought in current architectural discourse, the study could potentially also point at some mutations of the conventional – something actually ‘new’ – of potentially high value for architectural design education.

Keywords: architectural theory, design research, science and technology studies (STS), sociology of architecture

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Authors: Ojo Adeshina Akinwumi

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This study investigated leadership style and organizational culture as predictors of unethical work behaviour among employees in corporate organizations. This study adopted an expo facto research design. Two Hundred and Seventy-Four (274) employees (149 males, 125 females) sampled from the organization participated in the study. Their ages ranged from 19 to 65, with a mean of 36.36 years and a standard deviation of 10.43. Unethical Work Behaviour was measured using Unethical Work Behaviour Scale (UWBC), Organizational Culture was measured using Organizational Culture Scale, (and OCS and Leadership Styles were measured using Multifactor Leadership Questionnaire (LSMLQ). Two hypotheses were formulated and tested using Pearson Product Moment Correlation and Multiple Regressions Analysis. Results indicated that leadership styles had no significant relationship with unethical work behaviour (r(274)=.09;>0.05). However, organizational culture had a significant relationship with unethical work behaviour (r(274)=.15;p,0.05). Lastly, leadership style and organizational culture jointly predicted unethical work behaviour among employees. [F (2, 273) =3.65, p<0.05). Findings from this study were discussed in line with existing literature. It was also recommended that leadership styles and organizational culture should be improved upon in order to reduce unethical work behaviour by employees.

Keywords: leadership style, organizational culture, unethical work behavior, employees in corporate organisations in Nigeria

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Authors: Vishal D. Pandya

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A great deal of perceptible change has been taking place in the way our institutions of higher learning are being managed in India today. It is believed that managers, whose intuition proves to be accurate, often tend to be the most successful, and this is what makes them almost like entrepreneurs. A certain entrepreneurial spirit is what is expected and requires a degree of insight of the manager to be successful depending upon the situational and more importantly, the heterogeneity as well as the socio-cultural aspect. Teachers in Higher Education have to play multiple roles to make sure that the Learning-Teaching process becomes effective in the real sense of the term. This paper makes an effort to take a close look at that, especially in the context of the management of English language teaching in Higher Education and, therefore, focuses on the management of English language teaching in higher education by understanding target situation analyses at the socio-cultural level.

Keywords: management, language teaching, English language teaching, higher education

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Authors: Mohammed Hassan Alshaikhi

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Teaching vocabulary is a fundamental step in helping students to develop a good grasp of language. Exploring new strategies is an essential part of improving the teaching of vocabulary. The study aimed to explore the teaching vocabulary strategies in Saudi primary classrooms (aged 11 and 12 years old) in Jeddah, Saudi Arabia. The study was based on qualitative data collected from a large-scale case study, which utilised observations at eight male state and private primary schools during the academic year 2016-2017. The observations were transcribed, coded and entered into Nvivo software to be organised and analysed. Varying teaching vocabulary strategies were explored, and then they were circulated to many English teachers to be used in their classes.

Keywords: case study, English language, Saudi teachers, teaching vocabulary strategies

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Authors: Chi C. Lin, Chih. H. Hsieh, Chi H. Lin

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The present study attempted to develop and test a self-determination theory dual-process model among teachers’ need supportive teaching, need thwarting teaching, and students’ need satisfaction, need frustration, and motivation regulation on vocational high school learners. This study adopted a survey questionnaire method. Participants were 736 (472 males, 264 females) vocational high school students in Taiwan. The instrument included five sets: the Teachers’ Need Supportive Teaching Scale, the Teachers’ Need Thwart Teaching Scale, the Need Satisfaction Scale, the Need Frustration Scale, and the Motivational Regulation Scale. A Structural equation modeling was used for the data analyses, results indicated that (1) teachers’ need supportive teaching had direct effects on students’ need satisfaction; (2) teachers’ thwarting teaching also had a direct effect on students’ need frustration; (3) teachers’ need supportive teaching had a negative direct effect on students’ need frustration; (4) students’ need satisfaction had direct effects on their autonomous motivation and control motivation, respectively; (5) students’ need frustration also had direct effects on their control motivation and motivation, respectively; (6) the model proposed in this study fit mostly with the empirical data.

Keywords: motivational regulation, need satisfaction, need frustration, supportive teaching, thwart teaching, vocational high school students

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Authors: Carlos Oliveira

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This paper is a criticism of the traditional model of teaching and presents alternative teaching methods, different from the traditional lecture. These methods are accompanied by reports of experience of their application in a class. It was concluded that in the lecture, the student has a low learning rate and that other methods should be used to make the most engaging learning environment for the student, contributing (or facilitating) his learning process. However, the teacher should not use a single method, but rather a range of different methods to ensure the learning experience does not become repetitive and fatiguing for the student.

Keywords: educational practices, experience report, IT in education, teaching methods

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Authors: Sara Moridpour

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Engineering students need to learn different software packages to meet the emerging industry needs. Face-to-face lectures provide an interactive environment for learning software packages. However, COVID changed expectations of face-to-face learning and teaching. It is essential to enhance the interaction among students and teachers in online and virtual learning and teaching of software packages. The proposed study introduces strategies for teaching engineering software packages in online and hybrid environments and evaluates students’ skills by an authentic assignment.

Keywords: teaching software packages, authentic assessment., engineering, undergraduate students

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Authors: Shan-Yu Hsu, Hsin-Shu Huang

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The main purpose of this teaching research is to design an interdisciplinary team-assisted teaching method for trainees and interns and review the effectiveness of this teaching method on trainees' understanding of peritoneal dialysis. The teaching research object is the fifth and sixth-grade trainees in a medical center's medical school. The teaching methods include media teaching, demonstration of technical operation, face-to-face communication with patients, special case discussions, and field visits to the peritoneal dialysis room. Evaluate learning effectiveness before, after, and verbally. Statistical analysis was performed using the SPSS paired-sample t-test to analyze whether there is a difference in peritoneal dialysis professional cognition before and after teaching intervention. Descriptive statistics show that the average score of the previous test is 74.44, the standard deviation is 9.34, the average score of the post-test is 95.56, and the standard deviation is 5.06. The results of the t-test of the paired samples are shown as p-value = 0.006, showing the peritoneal dialysis professional cognitive test. Significant differences were observed before and after. The interdisciplinary team-assisted teaching method helps trainees and interns to improve their professional awareness of peritoneal dialysis. At the same time, trainee physicians have positive feedback on the inter-professional team-assisted teaching method. This teaching research finds that the clinical ability development education of trainees and interns can provide cross-professional team-assisted teaching methods to assist clinical teaching guidance.

Keywords: monitor quality, patient safety, health promotion objective, cross-professional team-assisted teaching methods

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Authors: Prateek Rastogi

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Medical teaching in present era concentrates not only on teaching but on effective teaching. For effective teaching a combination of effective carefully designed curriculum, an educated educator, competent learner and fool proof evaluation system is required. Keeping these parameters in mind and study was undertaken at Kasturba Medical College, Mangalore among medical students. In this study, evaluation of Forensic Medicine syllabus along with its teaching and evaluation methodology was done using 20 different parameters. This questionnaire based study was done over a period of two years i.e. 2013 and 2014. Batch of students who just passed the forensic medicine subject was included for study. Carefully designed questionnaire contained questions related to course content, teaching methodology and evaluation system along with provisions to mention merits and demerits of subject. The feedbacks in first round were analyzed and suggestions were implemented before conducting the second round of study. Overall evaluation of course was done as well as it was compared with other subjects of second MBBS. It was noted that Scores improved in 2nd survey thus stressing the importance of course evaluation and student feedback in teaching improvement.

Keywords: teaching methodology, system of evaluation, course content, bioinformatics, biomedicine

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Authors: Wafa Labib

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Teaching methods include lectures, workshops and tutorials for the presentation and discussion of ideas have become out of date; were developed outside the discipline of architecture from the college of engineering and do not satisfy the architectural students’ needs and causes them many difficulties in integrating structure into their design. In an attempt to improve structure teaching methods, this paper focused upon proposing a supportive teaching/learning tool using multi-media applications which seeks to better meet the architecture student’s needs and capabilities and improve the understanding and application of basic and intermediate structural engineering and technology principles. Before introducing the use of multi-media as a supportive teaching tool, a questionnaire was distributed to third year students of a structural design course who were selected as a sample to be surveyed forming a sample of 90 cases. The primary aim of the questionnaire was to identify the students’ learning style and to investigate whether the selected method of teaching could make the teaching and learning process more efficient. Students’ reaction on the use of this method was measured using three key elements indicating that this method is an appropriate teaching method for the nature of the students and the course as well.

Keywords: teaching method, architecture, learning style, multi-media

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Authors: Huang Yajing

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Multimodal discourse refers to the phenomenon of using various senses such as hearing, vision, and touch to communicate through various means and symbolic resources such as language, images, sounds, and movements. With the development of modern technology and multimedia, language and technology have become inseparable, and foreign language teaching is becoming more and more modal. Teacher-student communication resorts to multiple senses and uses multiple symbol systems to construct and interpret meaning. The classroom is a semiotic space where multimodal discourses are intertwined. College English multi-modal teaching is to rationally utilize traditional teaching methods while mobilizing and coordinating various modern teaching methods to form a joint force to promote teaching and learning. Multimodal teaching makes full and reasonable use of various meaning resources and can maximize the advantages of multimedia and network environments. Based upon the above theories about multimodal discourse and multimedia technology, the present paper will propose a multi-modal teaching model for college English in China.

Keywords: multimodal discourse, multimedia technology, English education, applied linguistics

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Authors: Sima Modirkhameneh, Mohammad Mohammadpanah

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In the process of EFL teachers’ development, self-led reflection (SLR) is thought to have an imperative role because it may help teachers analyze, evaluate, and contemplate what is happening in their classes. Such contemplations can not only enhance the quality of their instruction and provide better learning environments for learners but also improve the quality of their classroom management (CM). Accordingly, understanding the effect of teachers’ SLR practices may help us gain valuable insights into what possible modifications SLR may bring about in all aspects of EFL teachers' practitioners, especially their CM. The main purpose of this case study was, thus, to investigate the impact of SLR practices of 12 Iranian EFL teachers on their CM based on the universal classroom management checklist (UCMC). In addition, another objective of the current study was to have a clear image of EFL teachers’ perceptions of their own SLR practices and their possible outcomes. By conducting repeated reflective interviews, observations, and feedback of the participants over five teaching sessions, the researcher analyzed the outcomes qualitatively through the process of meaning categorization and data interpretation based on the principles of Grounded Theory. The results demonstrated that EFL teachers utilized SLR practices to improve different aspects of their language teaching skills and CM in different contexts. Almost all participants had positive comments and reactions about the effect of SLR on their CM procedures in different aspects (expectations and routines, behavior-specific praise, error corrections, prompts and precorrections, opportunity to respond, strengths and weaknesses of CM, teachers’ perception, CM ability, and learning process). Otherwise stated, results implied that familiarity with the UCMC criteria and reflective practices contributes to modifying teacher participants’ perceptions about their CM procedure and utilizing the reflective practices in their teaching styles. The results are thought to be valuably beneficial for teachers, teacher educators, and policymakers, who are recommended to pay special attention to the contributions as well as the complexity of reflective teaching. The study concludes with more detailed results and implications and useful directions for future research.

Keywords: classroom management, EFL teachers, reflective practices, self-led reflection

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Authors: M. Rodionov, Z. Dedovets

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The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools.

Keywords: education, methodological system, the teaching of mathematics, students motivation

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Authors: Wang Zhanquan, Yang Zeping, Gu Chunhua, Zhu Fazhi, Guo Weibin

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Recently, Massive Open Online Courses (MOOCs) are becoming the new trend of education. There are many problems under the environment of Database Principle curriculum teaching process in MOOCs, such as teaching ideas and theories which are out of touch with the reality, how to carry out the technical teaching and interactive practice in the MOOCs environment, thus the methods of database course under the environment of MOOCs are proposed. There are three processes to deal with problem solving in the research, which are problems proposed, problems solved, and inductive analysis. The present research includes the design of teaching contents, teaching methods in classroom, flipped classroom teaching mode under the environment of MOOCs, learning flow method and large practice homework. The database designing ability is systematically improved based on the researching methods.

Keywords: problem solving-driven, MOOCs, teaching art, learning flow;

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Authors: O. F. Elkommos

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Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success.

Keywords: action research, addressing differentiation, collaborative teaching, reflective teaching and learning, reflexive learning, reflexive teaching, self-development, self-evaluation, TESL

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Authors: Oluyomi A. Abioye

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The 21st century has been witnessing a lot of technological advancements and innovations, and Information and Communication Technology (ICT) happens to be one of them. Education is the cornerstone of any nation and the language in which it is delivered is the bedrock of any development. The French language is our choice in this study. French is a language of reference on the national and international scenes; however its teaching is clouded with myriads of problems. The output of students’ academic performance depends on to a large extent on the teaching and learning the process. The methodology employed goes a long way in contributing to the effectiveness of the teaching and learning the process. Therefore, with the integration of ICT, French teaching has to align with and adapt to this new digital era. An attempt is made to define the concept of ICT. Some of the challenges encountered in the teaching of French language are highlighted. Then it discusses the existing methods of French teaching and the integration of ICT in the teaching and learning of the same language. Then some prospects and challenges of ICT in the teaching and learning of French are discussed. Data collected from questionnaires administered among some students of some selected schools are analysed. Our findings revealed that only very few schools in Nigeria have the electronic and computer-mediated facilities to teach the French language. The paper concludes by encouraging 'savoir-faire' of ICT by the French teachers, an openness of students to this digital technology and adequate provision of electronic and computer-mediated gadgets by the Nigerian government to its educational institutions.

Keywords: French language in Nigeria, integration of ICT, prospects and challenges, teaching and learning

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Authors: Zahra Mirsanjari, Mohammad Reza Baradaran, Mehdi Rastegari Ghiri

Abstract:

Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom management, student engagement, and oral English language use. It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: Self-efficacy, teaching, EFL, teachers

Procedia PDF Downloads 498

Authors: Sara Moridpour

Abstract:

To meet emerging industry needs, engineering students must learn different software packages and enhance their computational skills. Traditionally, face-to-face is selected as the preferred approach to teaching software packages. Face-to-face tutorials and workshops provide an interactive environment for learning software packages where the students can communicate with the teacher and interact with other students, evaluate their skills, and receive feedback. However, COVID-19 significantly limited face-to-face learning and teaching activities at universities. Worldwide lockdowns and the shift to online and remote learning and teaching provided the opportunity to introduce different strategies to enhance the interaction among students and teachers in online and virtual environments and improve the learning and teaching of software packages in online and blended teaching methods. This paper introduces a blended strategy to teach engineering software packages to undergraduate students. This article evaluates the effectiveness of the proposed blended learning and teaching strategy in students’ learning by comparing the impact of face-to-face, online and the proposed blended environments on students’ software skills. The paper evaluates the students’ software skills and their software learning through an authentic assignment. According to the results, the proposed blended teaching strategy successfully improves the software learning experience among undergraduate engineering students.

Keywords: teaching software packages, undergraduate students, blended learning and teaching, authentic assessment

Procedia PDF Downloads 80

Authors: Zahra Mirsanjari

Abstract:

Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: self-efficacy, English Language teaching, EFL teachers, language teachers and practitioners.

Procedia PDF Downloads 426