The article examines the need for a new pedagogical framework in the context of contemporary higher education, influenced by digital innovations and generational change. It introduces four innovative ...pedagogical approaches – Description of an Object, Humanities Laboratory, Venus of Slatina, and Time Machine – which serve as a basis for discussing 'post-pedagogy'. The approaches are united by the goal of achieving priorities such as interdisciplinary training, critical thinking, and the encouragement of curiosity. By proposing the integration of these methods, the article aims to draw attention to the changed landscape of the educational field.
Objective: To determine the effectiveness of problem-based learning compared to conventional teaching strategies, and to determine the impact of sub-disciplines of Anatomy on learning outcomes of the ...subject. Method: The cross-sectional, descriptive study was conducted at Bahria University Health Sciences, Karachi, from August to October 2022, and comprised 1st and 2nd year medical students and 1st year dental students of either gender who were being taught by the hybrid method including both conventional and problem-based learning strategies. Data was collected using a questionnaire circulated through Google Forms. It had close-ended questions that were scored on a Likert scale. Anatomy sub-disciplines explored were gross, embryology and histology. Data was analysed using SPSS 23. Results: Of the 251 subjects, 125(49.8%) were males and 126(50.2%) were females. The overall age ranged aged 18-23 years. There were 115(45.8%) 1st year medical students, 111(44.2%) 2nd year medical students and 25(10%) 1st year dental students. Among 1st year medical students 60(52.17%), among 2nd year medical students 64(57.6%) and among 1st year dental students 14(56%) respondents favoured problem-based learning compared to conventional methodology. Highly significant results were obtained regarding need of topic revision (p<0.001), whether knowledge of conventional teaching method is enough for understanding the clinical scenarios (p=0.017, whether pictures shown during the problem-based learning sessions were enough for understanding anatomy (p=0.035), relevance of questions in oral structured practical examination (p=0.019) and viva (p=0.002). When the participants were asked regarding the anatomy sub-discipline that required revision for comprehensive learning, 72(28.3%) mentioned gross anatomy. Conclusion: Students considered problem-based learning to be more inducive in enhancing learning compared to conventional teaching. Key Words: Problem-based learning strategies, Conventional anatomy, Teaching approaches.
This book gives insights into important factors that are shaping effective learning for sustainability and describes innovative teaching formats that will enable students to contribute to a more ...sustainable world in their future role as decision makers. Basic concepts in the context of sustainability-related teaching and learning are defined and the relation between learning objectives, methods, skills and outcomes is conceptualised. The book’s detailed description of 23 teaching formats, including their learning objectives, course contents and structure, as well as applied methods aims at supporting lecturers and trainers in the design of their own teaching formats. With contributions by Pilar Acosta, Bimal Arora, Hasret Balcioglu, Diana Bank Weinberg, Maria Angeles Bustamante Gallego, Silke Bustamante, Julen Castillo-Apraiz, Helen Chiappini, Arrate Lasa Elguezua, Iñaki Etaio Alonso, Diego Rada Fernandez de Jauregui, Irene Garnelo-Gomez, Jonatan Miranda Gomez, Zsuzsanna Győri, Tony Henshaw, Igor Hernandez Ochoa, Mark Hoyle, Maria V. Ilieva, Divya Jyoti, Achilleas Karayiannis, Prashan S. M. Karunaratne, Philipp Kenel, William Kitch, Tetiana Kravchenko, Idoia Larretxi Lamelas, Edurne Simón Magro, Olaia Martinez Gonzalez, Martina Martinovic, Virginia Navarro Santamaria, Maria, Nemilentseva, Rana Parweeen, Andrea Pelzeter, Daria Podmetina, Manuel Quirós, Ellen Saltevo, Marina Schmitz, Elena Senatorova, Kai Shaman, Aušrinė Šilenskytė, Julia Solovjova, Unai Tamayo Orbegozo, Marko, Torkkeli, Itziar Txurruka Ortega, Gustavo Vargas-Silva, Anna Young-Ferris and Chuan Yu.
The paper aims to search for new approaches to entrepreneurship education in the digital age-related to the use of digital tools to achieve study results, such as expanding knowledge and increasing ...students’ entrepreneurial intention. This study examines various sources of scientific literature on digitization trends and challenges for entrepreneurship education and provides a statistical analysis of primary data. Identification of innovative learning tools, such as digital automatic software, and empirical research on the effectiveness of using the digital tool KABADA in the study process was carried out. The study reveals that university culture, lecturers’ and students’ competencies, and industry expectations are essential factors for the introduction of digitization in entrepreneurship education. The authors identified a new approach to entrepreneurship education using the digital automated software KABADA to create structured business plans that promote entrepreneurial intentions, but its use must be combined with classical studies.
Sentence-based mathematics problem-solving skills are essential as the skills can improve the ability to deal with various mathematical problems in daily life, increase the imagination, develop ...creativity, and develop an individual's comprehension skills. However, mastery of these skills among students is still unsatisfactory because students often find it difficult to understand mathematical problems in verse, are weak at planning the correct solution strategy, and often make mistakes in their calculations. This study was conducted to identify the challenges that mathematics teachers face when teaching sentence-based mathematics problem-solving skills and the approaches used to address these challenges. This study was conducted qualitatively in the form of a case study. The data were collected through observations and interviews with two respondents who teach mathematics to year four students in a Chinese national primary school in Kuala Lumpur. This study shows that the teachers have faced three challenges, specifically low mastery skills among the students, insufficient teaching time, and a lack of ICT infrastructure. The teachers addressed these challenges with creativity and enthusiasm to diversify the teaching approaches to face the challenges and develop interest and skills as part of solving sentence-based mathematics problems among year four students. These findings allow mathematics teachers to understand the challenges faced while teaching sentence-based mathematics problem solving in depth as part of delivering quality education for every student. Nevertheless, further studies involving many respondents are needed to understand the problems and challenges of different situations and approaches that can be used when teaching sentence-based mathematics problem-solving skills.
This research aims to examine how the World Architecture survey course is taught in Iranian universities so as to prepare the ground for changing its curriculum to make it more inclusive and diverse. ...The research participants are nine lecturers who teach world architecture in nine public universities, selected through purposive sampling. The data was collected through interviews and analyzed thematically and continued until saturation. The analysis revealed six main themes: teacher’s motivations, student learning outcomes, teaching approaches, teaching strategies, materials, and teaching problems. The findings indicate that the lecturers are graduates of architecture programs who are interested in history or have researched architectural history. The main student’s learning outcome is to strengthen their design skills by studying world architecture. Lecturers use a combination of eight teaching approaches: analytical, comparative, conceptual, contextual, cross-cultural, descriptive, historiographical and typological. They face several problems, such as limited time, low priority of the course in the curriculum, lack of reliable sources written in Persian, and difficulty of visiting historical monuments abroad. By exploring the motivations, outcomes, approaches, strategies, materials, and problems of teaching world architecture in Iran, this research contributes to the literature on architectural education and offers recommendations for curriculum development and innovation.
The purpose of this study was to explore student-teachers’ conceptions of teaching and learning & teaching approach preference when they join teacher education programs. Descriptive survey method was ...employed. Conceptions of Teaching and Learning Questionnaire (CTLQ) and Approaches to Teaching Inventory (ATI) were used for data collection. Two hundred ninety three (293) randomly selected pre-service secondary student-teachers admitted to Post Graduate Diploma in Teaching (PGDT) program in Bahir Dar and Haramaya University were participated in the study. It was found that the student-teachers have joined teacher education program with traditional conceptions of teaching & learning viewing learning as recalling and absorbing as much information as possible and teaching as simply telling, presenting or explaining the subject matter. Their teaching approach preference was also found to be consistent with their conceptions of teaching and learning. Finally, a teacher education program emphasizing conceptual change was suggested.
Student demotivation with English as a medium of instruction has attracted increased attention of scholars, particularly in those countries where it is taught as a second or foreign language. While ...there is a consensus that proficiency in English brings several benefits, it is found that students are demotivated to learn in English. As a result, many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on disappointment theory, this study aims to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates Chinese students with English as a medium of instruction. This study has adopted a cross-sectional research design. The data were collected through a self-administered questionnaire survey from Chinese students (
n
= 428) studying in different universities in China. The hypothesized relationships were tested through PLS-based SEM by using Warp-PLS 7.0 software. The findings show that teachers' discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction. The results also confirm that student disappointment is an important underlying mechanism in the relationship between exogenous and endogenous variables. This study contributes to the literature on student demotivation with English as a medium of instruction by superficially identifying teacher-related factors in China, which were previously overlooked. The implications of this study are that the university administration should monitor the attitude of the teachers toward English, as well as their teaching approaches, in order to curb any potential threat to student motivation. The administration should train the teachers on how to show a positive attitude and follow encouraging teaching approaches. In this way, students' disappointment with the English language and teaching methodology can also be overcome, which will ultimately increase their motivation with English as a medium of instruction in universities.
The study reports on implementing blended learning and teaching in the post COVID-19 era at a University in Lesotho. Research indicates that COVID-19 has necessitated the adoption of blended teaching ...and learning across the entire education domain. This suggests that traditional face-to-face teaching approaches were no longer appropriate due to the restrictions imposed to curb the spread of coronavirus. Therefore, online teaching and learning became the only way lecturers in higher education, most especially in the selected University, could engage with their students. Therefore, the study sought to explore the implementation of blended teaching and learning in post COVID-19 at Limkokwing University. An interpretive paradigm was adopted in this study using a qualitative approach confined within a case study, and face-to-face interviews with lecturers (n=20) were used for data collection. Latent thematic analysis was the method used for analysing the emerging themes. Findings from interviews with lecturers reveal that blended teaching and learning is essential because it fosters learner-centredness through access to a plethora of electronic resources in several digital archives. Thus, the study recommends that blended teaching and learning should be adopted as a strategy for teaching and learning in Lesotho Universities.
The aim of the study was to determine and verify the effectiveness of various teaching approaches on changes in the level of volleyball performance in the process of teaching volleyball to pupils in ...primary schools. In the experimental group was used the tactical approach and in the control group the techniques (traditional) approach in teaching of volleyball. The experimental group consisted of 26 pupils and the control group consisted same number of pupils. Both groups, representing 13 to 14 year old schoolgirls in primary school. Efficiency of the teaching approaches was evaluated based of game performance. Game performance was evaluated by the method of game performance assessment based on GPAI (Game Performance Assessment Instrument) through video record. To perform statistical evaluation Mann-Whitney U-test was used. When we evaluate the tactical component of game performance “position”, we found out that the difference between groups is not statistically significant (p > 0.05). By comparison “decision-making” it was discovered that the difference, between achieved performances in groups it is statistically significant (p < 0.05) in favour of the experimental group. By comparison skills execution we found out, that the difference between both groups in “serving” is not statistically significant (p > 0.05). But by comparison of passing, setting, offensive hit and team’s game performance” we found out statistically significant (p < 0.05) the difference between both groups in favour of the experimental group. The acquired data pointed to the fact that in generally the tactical teaching approach appears to be a more efficient method for acquiring game skills and tactical components of the game.
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