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Journal articles on the topic 'Teaching methodologies'

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Published: 4 June 2021

Last updated: 27 April 2022

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1

MUKHTAR, Fatima, NOREEN HASHMI, MUHAMMAD ALI RAUF, Amna Anzar, Khurram Islam Butt, Moneeb Ahmed, and Kumail Abbas. "TEACHING METHODOLOGIES;." Professional Medical Journal 19, no. 05 (October 8, 2012): 597–603. http://dx.doi.org/10.29309/tpmj/2012.19.05.2325.

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Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

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2

Kaur, Harkirat. "New Teaching Methodologies." International Physiology 3, no. 2 (2015): 121–22. http://dx.doi.org/10.21088/ip.2347.1506.3215.8.

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Pattanshetti, Sheetal V., Daksha Dixit, Shilpa Bhimalli, and R. D. Virupaxi. "M.B.B.S. Undergraduate Learner’s Perspective Regarding Embryology Teaching Learning Methodologies." Indian Journal of Anatomy 7, no. 5 (2018): 522–27. http://dx.doi.org/10.21088/ija.2320.0022.7518.11.

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4

Souto, Rafaella Queiroga, Francisca Marcia Pereira Linhares, Maria Isabelly de Melo Canêjo, Francis Solange Vieira Tourinho, Renata Cavalcanti Cordeiro, and Pierre Pluye. "Teaching-learning methodologies from the perspective of nursing students." Revista da Rede de Enfermagem do Nordeste 19 (August 14, 2018): e3408. http://dx.doi.org/10.15253/2175-6783.2018193408.

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Da Silva Façanha, Luciano, João Batista Bottentuit Júnior, Maria do Socorro Gonçalves da Costa, Sansão Hortegal Neto, Tamara Cristina Bastos Santos, Klisman Lucas De Sousa Castro, Cláudia Da Silva, Francyhélia Benedita Mendes Sousa, Elayne De Araújo Pereira, and Irlene Veruska Batista da Silva. "Educommunicative methodologies." International Journal for Innovation Education and Research 9, no. 8 (August 1, 2021): 299–305. http://dx.doi.org/10.31686/ijier.vol9.iss8.3300.

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This article aims to point out methodologies that can help in the remote teaching process, as well as to point out some difficulties encountered by both teachers and students. Education during social isolation has been the subject of much concern for educators, mothers, fathers and even students themselves. The pandemic took everyone by surprise and, so that education was not put to one side, educational institutions had to adapt to this new scenario and overcome the challenges imposed by the pandemic. This adaptation has not been easy for either side, be it educational institutions, educators, parents and students, as the preparation to use technologies in teaching was something instantaneous, there was no preparation time, so in a little space of time, it was necessary to discover and rediscover new methods and new ways to teach, now virtually, bringing out, mainly, creativity. This article, therefore, comes to show some aspects in relation to the current scenario, the difficulties and some options to streamline remote classes.

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Beardsley, Robert S. "Communication Skills in New Teaching Methodologies." Journal of Pharmacy Teaching 7, no. 3-4 (2000): 49–74. http://dx.doi.org/10.1300/j060v07n03_04.

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Dalton, Bruce, and Austin Chuck Kuhn. "Researching Teaching Methodologies in the Classroom." Journal of Teaching in Social Work 17, no. 1-2 (June 29, 1998): 169–84. http://dx.doi.org/10.1300/j067v17n01_12.

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8

Watfa, Mohamed K., and Diana Audi. "Innovative virtual and collaborative teaching methodologies." Behaviour & Information Technology 36, no. 7 (January 24, 2017): 663–73. http://dx.doi.org/10.1080/0144929x.2016.1275806.

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9

Montrezor, Luís Henrique. "Integrating Teaching Methodologies for Learning Physiology." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.03743.

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10

Torres Aza, Santiago Felipe, Gloria Isabel Monzón Álvarez, Gianny Carol Ortega Paredes, and José Manuel Calizaya López. "Teaching methodologies in times of pandemic." Minerva 2, no. 4 (March 16, 2021): 5–10. http://dx.doi.org/10.47460/minerva.v2i4.22.

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The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021].

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11

De Lima, Paola, Denis Guilherme Guedert, Renata Souza e. Silva, and Gilberto dos Santos Cerqueira. "Active Methodologies in Teaching Human Anatomy." International Journal for Innovation Education and Research 9, no. 11 (November 1, 2021): 183–95. http://dx.doi.org/10.31686/ijier.vol9.iss11.3487.

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Human anatomy is one of the fundamental disciplines for the training of health professionals, especially in the medical field. Its didactic origin is based on the European school where the body was dissected in amphitheaters and anatomical knowledge was transmitted from the teacher to his students. With the restructuring of medical curricula, and the use of active methodologies, seeking to make the student the center of the learning process, anatomy started to be taught in another way. This study carries out an integrative review in the Scielo, Science Direct and Google Scholar databases, from 2015 to 2020, about the active methodologies used in the teaching of human anatomy for the medical course. The PICo strategy was used to form the guiding question and the results were presented through the Prisma Flow diagram. It was found that there are a number of tools and strategies that can be used aiming at the active teaching of human anatomy, however, a common point observed in most works is the approach of joint use with cadavers and anatomical parts, thus seeking to stimulate the development of the skills and competences of medical students.

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12

Cantabella, Magdalena, Miguel Ángel Guillén, Belén López, Andrés Muñoz, and José M. Cecilia. "Evaluation of parallel programming teaching methodologies: On‐campus versus online methodologies." Computer Applications in Engineering Education 28, no. 2 (December 17, 2019): 229–38. http://dx.doi.org/10.1002/cae.22187.

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13

Ghanta, Dr Shreeja. "Enhancing English Teaching Methodologies for Speaking Skills of Engineering Students." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2647–52. http://dx.doi.org/10.37200/ijpr/v24i4/pr201372.

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14

Oliveira, Karime Rodrigues Emilio de, Monica Martins Trovo, Amanda Creste Martins da Costa Ribeiro Risso, and Eliana Mara Braga. "The teaching approach on communicative skills in different teaching methodologies." Revista Brasileira de Enfermagem 71, no. 5 (October 2018): 2447–53. http://dx.doi.org/10.1590/0034-7167-2017-0728.

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ABSTRACT Objective: to understand, from the perspective of professors, which are the facilities and difficulties in the development of communication skills in nursing undergraduates who experiment different teaching-learning methodologies. Method: qualitative research performed with 30 nursing professors from two public education institutions. The data was collected by semi-structured individual interview with guiding questions. We used Bardin's content analysis for the data processing and analysis. Results: the development of communication skills is influenced by factors such as the experience of practical activities, students' individual characteristics, use of active methodologies, access to the mass media, relationship of proximity between student and professor, and knowledge of theoretical concepts of communication and nursing. Final considerations: there is similarity between the influential factors, however, the use of active methodologies seems to favor the development of communication skills.

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15

Tripathi, Ramna. "Importance and Improvements in Teaching-Learning process through Effective Evaluation Methodologies." ESSENCE International Journal for Environmental Rehabilitation and Conservation 9, no. 2 (December 31, 2018): 7–16. http://dx.doi.org/10.31786/09756272.18.9.2.202.

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16

Markham, Paul, and Karl Odwarka. "Methods II: Methodologies in Modern Language Teaching." Modern Language Journal 72, no. 3 (1988): 334. http://dx.doi.org/10.2307/327513.

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Konopka, Clóvis Luís, Martha Bohrer Adaime, and Pedro Henrique Mosele. "Active Teaching and Learning Methodologies: Some Considerations." Creative Education 06, no. 14 (2015): 1536–45. http://dx.doi.org/10.4236/ce.2015.614154.

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18

McIntyre, BL. "Methodologies for Teaching Undergraduate Level Electron Microscopy." Microscopy and Microanalysis 14, S2 (August 2008): 880–81. http://dx.doi.org/10.1017/s1431927608081245.

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19

Motamedi, Vahid. "Computer Presentation Programs and Teaching Research Methodologies." Journal of Education and Learning (EduLearn) 9, no. 2 (May 1, 2015): 111. http://dx.doi.org/10.11591/edulearn.v9i2.1378.

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Roibas, Anxo Cereijo. "Teaching appropriate ethnographic methodologies for pervasive computing." International Journal of Teaching and Case Studies 1, no. 1/2 (2007): 135. http://dx.doi.org/10.1504/ijtcs.2007.014215.

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Lagrange, Jean-Baptiste. "Teaching mathematics online: emergent technologies and methodologies." Research in Mathematics Education 16, no. 2 (May 4, 2014): 208–12. http://dx.doi.org/10.1080/14794802.2014.918342.

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22

S, Krishnaveni, Rahe R, and Johnson W.M.S. "A COMPARATIVE STUDY ON ANALYSIS OF VARIOUS TEACHING LEARNING METHODOLOGIES IN ANATOMY." International Journal of Anatomy and Research 7, no. 4.1 (October 5, 2019): 7029–32. http://dx.doi.org/10.16965/ijar.2019.295.

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23

Boyle, Katherine, and Kyla Cools. "The Great Divide: Teaching Collaborative Methodologies In Academia." Practicing Anthropology 40, no. 1 (December 1, 2018): 29–32. http://dx.doi.org/10.17730/0888-4552.40.1.29.

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During the summer of 2017, the University of Maryland's Anthracite Heritage Program held a combined historic preservation and archaeological field school at Eckley Miners' Village in Northeastern Pennsylvania. Complementing the University's dual masters in applied anthropology and historic preservation, this field school emphasized the value of utilizing historic preservation and archaeology to inform one another. This field school has provided an invaluable opportunity for students to learn the process of documenting historic structures, as well as taking the built environment into account when conducting an archaeological survey. The collaborative methodologies used in this field school are rare in the applied academic setting yet are oftentimes found in industry and practice settings. This begs the question as to whether the divisions in “applied” and “practicing” anthropology are based in reality or artificial. By highlighting the benefits of teaching collaborative methodologies, we argue that it is a disservice to students to maintain this division between “applied” and “practicing” anthropology, as it does not adequately prepare them for a career outside of the academic world.

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Rus, Dana. "Creative Methodologies in Teaching English for Engineering Students." Procedia Manufacturing 46 (2020): 337–43. http://dx.doi.org/10.1016/j.promfg.2020.03.049.

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Jaykaran, Nilesh Chavda, Preeti Yadav, and ND Kantharia. "Intern doctors′ feedback on teaching methodologies in pharmacology." Journal of Pharmacology and Pharmacotherapeutics 1, no. 2 (2010): 114. http://dx.doi.org/10.4103/0976-500x.72359.

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Anjos, Marineuza Matos dos, and Ana Cristina de Mendonça Santos. "TEACHING AND INNOVATION: TECHNOLOGIES, ECOFORMATION AND ACTIVE METHODOLOGIES." International Journal of Human Sciences Research 2, no. 7 (March 21, 2022): 2–14. http://dx.doi.org/10.22533/at.ed.558272221037.

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Clow, Kenneth E., and Mary Kay Wachter. "Teaching Methodologies Used in Basic Marketing: An Empirical Investigation." Journal of Marketing Education 18, no. 1 (March 1996): 48–59. http://dx.doi.org/10.1177/027347539601800107.

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This article describes a study of teaching methodologies and their use. Using a teaching methodology classification suggested by Henke et al. (1988), this study examines the antecedents of six teaching methodologies and how extensively each method is used by marketing instructors in their principles of marketing course. Results from the study indicated that class size, importance of teaching in the annual faculty evaluation, nonteaching endeavors of the instructor, and rank of the instructor are the primary determinants of teaching style. The study also lends support to the existence of the three instructional style typologies proposed by Roach, Johnston, and Hair Jr. (1993) and builds upon their findings.

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Karanezi, Xhevahire. "Primary and Lower Secondary School Teachers: Teachers’ Attitudes and Perceptions about Traditional Teaching Methodologies and Modern Teaching Methodologies according to RWCT." Creative Education 05, no. 16 (2014): 1567–75. http://dx.doi.org/10.4236/ce.2014.516173.

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Curran, Charles E. "Catholic Social and Sexual Teaching: A Methodological Comparison." Theology Today 44, no. 4 (January 1988): 425–40. http://dx.doi.org/10.1177/004057368804400403.

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“My purpose is to examine the ethical methodology employed in two different kinds of official - Catholic moral teachings and to point out the clear differences between the methodologies. … The contemporary official Catholic teaching on social issues with its relationality-responsibility model recognizes significant gray areas. … In the contemporary official Catholic teaching on sexual issues, there is little or no mention of such gray areas.”

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Patil, Deepa Jatti. "Teaching Strategies during the Covid-19 Pandemic - A Review." Journal of Evolution of Medical and Dental Sciences 10, no. 31 (August 2, 2021): 2494–98. http://dx.doi.org/10.14260/jemds/2021/510.

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The Covid pandemic transformed the teaching methodologies in dental education. The classes had to be conducted online and teaching methods had to be modified to suit the dental curriculum. Novel teaching methodologies were devised following the basic principles of Blooms taxonomy. The teaching methodologies have to be effective and incorporate the latest information technology methods. The advancements in technology and availability of internet resources have facilitated online learning. Various platforms are available for teaching and disseminating knowledge. Learning has transformed from the traditional Didactic teaching to flipped class rooms and blended learning. As the pandemic is progressing there is deficiency of health care workers and resources. In spite of this the medical teaching has to continue to fill the gap. Oral Medicine and Radiology is an important subject in the dental curriculum and a bridge between medicine and dentistry. This manuscript reviews the various teaching methodologies employed in the Oral Medicine and Radiology curriculum during this pandemic. This review also highlights the importance of technology and simulation-based learning to enhance the clinical skills of the students. KEY WORDS Covid Pandemic, Online Learning, Flipped Classroom, Information Communication Technology, Blended Learning, Online Patient Simulation, Adaptive Tutorials

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Gepila Jr, E. C. "The Impregnable Composition Writing Competency and Teaching Writing Methodologies." KnE Social Sciences 3, no. 6 (June 4, 2018): 360. http://dx.doi.org/10.18502/kss.v3i6.2392.

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32

Nicolaou, Constantinos, Maria Matsiola, and George Kalliris. "Technology-Enhanced Learning and Teaching Methodologies through Audiovisual Media." Education Sciences 9, no. 3 (July 24, 2019): 196. http://dx.doi.org/10.3390/educsci9030196.

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Contemporary rapid advancements in science and technology have brought about and continue to convey change in all sectors of everyday life. Education as one of the institutions of utmost importance is directly and indirectly affected by these changes and needs to redefine its role to keep pace. Nowadays, information and communications technologies (ICTs), in which audiovisual media technologies are encompassed, are omnipresent in all educational levels and disciplines, including media studies. New approaches in traditional teaching methodologies, which demand many skills and abilities by the educators, are reformulated through utilization of audiovisual media technologies, aiming at administering enriched outcomes that support the objectives that are set, especially in the field of media studies, where audiovisual media technologies are an integral part and even inherent in many of the courses (journalism, radio, television, social media, public relations, communication). The purpose of this paper is to summarize, through a theory and bibliographic review, the various implementations of audiovisual media as the educational techniques and tools that will provide technology-enhanced learning. As this paper is an investigation of the effects of audiovisual media in technology-enhanced learning and teaching methodologies, the contribution to the discipline of media studies is straightforward.

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Sanchez, Aquilino. "Renaissance Methodologies for Teaching Spanish as a Foreign Language." Histoire Épistémologie Langage 9, no. 2 (1987): 41–60. http://dx.doi.org/10.3406/hel.1987.2424.

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Grieve, Clayton. "Knowledge increment assessed for three methodologies of teaching physiology." Medical Teacher 14, no. 1 (January 1992): 27–32. http://dx.doi.org/10.3109/01421599209044011.

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Georgilakis, Pavlos S., George A. Orfanos, and Nikos D. Hatziargyriou. "Computer-Assisted Interactive Learning for Teaching Transmission Pricing Methodologies." IEEE Transactions on Power Systems 29, no. 4 (July 2014): 1972–80. http://dx.doi.org/10.1109/tpwrs.2013.2295197.

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Powell, Kimberly. "Teaching and Learning Emergent Research Methodologies in Art Education." Studies in Art Education 56, no. 3 (April 2015): 284–87. http://dx.doi.org/10.1080/00393541.2015.11518970.

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Harb, Anna. "Drama and education: performance methodologies for teaching and learning." Research in Drama Education: The Journal of Applied Theatre and Performance 21, no. 2 (April 2, 2016): 268–69. http://dx.doi.org/10.1080/13569783.2016.1159124.

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Yüreklİ, Aynur. "Do "Current" Teaching Methodologies Really Work in Every Context?" Universal Journal of Educational Research 5, no. 12A (December 2017): 71–76. http://dx.doi.org/10.13189/ujer.2017.051311.

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39

Lee, Kyungmee, Junghwa Yoo, and Yeongmahn You. "Why do Professors Refuse to use Constructivist Teaching Methodologies?" International Journal of Learning: Annual Review 16, no. 8 (2009): 47–56. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46463.

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40

Maiorana, Carmelo, Laura Sgarbossa, and Valentina Salomoni. "New methodologies in teaching e-structural mechanics using WWW." Computer Applications in Engineering Education 16, no. 3 (2008): 189–210. http://dx.doi.org/10.1002/cae.20167.

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Olgun, Özlem Sila. "ENGAGING ELEMENTARY PRESERVICE TEACHERS WITH ACTIVE LEARNING TEACHING METHODOLOGIES." Teacher Educator 44, no. 2 (March 27, 2009): 113–25. http://dx.doi.org/10.1080/08878730902721772.

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Pessoa Borges, Ana Kleiber, Ana Gabriela Ferreira Brito, Ilaíse Brilhante Batista, Jéssica da Silva Marinho, Erenilde Barbosa da Silva Costa, and Mislene Ferreira Xavier de Melo. "ACTIVE METHODOLOGIES IN HEALTH EDUCATION FOR THE ELDERLY: a literature review." Revista Observatório 7, no. 1 (January 1, 2021): a10en. http://dx.doi.org/10.20873/uft.2447-4266.2021v7n1a10en.

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This research aimed to analyze the practices in active methodologies used in health education for the elderly. The sample search was carried out in the LILACS, SciELO, CAPES journals and Google Scholar search databases. Seven articles were selected and their analysis resulted in the categories “the use of active methodologies for teaching health to the elderly” and “the use of the main active methodologies in the training of academics, professionals and caregivers”. Current social demands require teaching methodologies that enable critical, reflective and problematizing training. The need for more research on this topic is suggested, both in the academic sphere and in other teaching contexts, such as health and permanent education.

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Mahsood, Naheed, Adeela Mehboob Awan, Ali Nasre Alam, Zeeshan Kibria, and Saima Aleem. "MEDICAL COLLEGE STUDENT’S PERCEPTION REGARDING CURRENTLY ADOPTED TEACHING METHODOLOGIES AND THEIR EFFECTIVENESS; A CROSS SECTIONAL STUDY FROM RAWALPINDI." Journal of Medical Sciences 30, no. 01 (April 1, 2022): 57–61. http://dx.doi.org/10.52764/jms.22.30.1.12.

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Introduction: Medical education is based upon innovating teaching strategies to teach more problem-solving attitudes in medical students. Teaching methodologies have evolved over the last few decades with the sole purpose of making teaching and learning interactive for students. This study aimed to evaluate the teaching methodologies and their effectiveness concerning students' perceptions. Methodology: We conducted this cross-sectional study for six months. We included 115 medical students of Rawalpindi and Islamabad through convenient sampling who were willing to participate in the study. We used a self-structured questionnaire for the data collection, and data were analyzed using SPSS Version 24. Result: In this study, 57% of participants were female, and 43% were male. The majority of the study participants (49%) were from second-year MBBS. Around 91% of students were aware of different teaching methodologies. As per student perception, the most preferred teaching methodology was task-based (27.0%). The most ineffective method for students was self-directed learning (34.78%) and conventional lectures (26.1%). Conclusion: Medical students of different medical colleges have various teaching and learning methodologies, and they do have their perceptions regarding other effective and ineffective teaching and learning methods. Key Words: Medical Students, Teaching Methodology, Perception, Learning

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Santos, Milena Meira Ramos dos. "Ensino de língua estrangeira: os métodos." Revista EntreLinguas 6, no. 2 (August 30, 2020): 249–65. http://dx.doi.org/10.29051/el.v6i2.13072.

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Language teaching methodologies have changed/improved over the years to meet the needs of teachers and students in the classroom. In this paper we aim to present the evolution of foreign language teaching through a description of language teaching methodologies over time. We describe the principles underlying some methodologies, the role of teacher and student, and how learning assessment is done. Authors such as Richards and Rodgers (1991), Almeida Filho (1999), Silva (2004), Pérez (2007), among others, were some of the academic experts on which we relied to conduct this study. We conclude that methods should work as a reference for the teacher, and should be adapted to each particular situation or context in which they live. Therefore, the teachers should use the methodologies that reflect their principles, reducing the distance between the theory developed by language experts and the teaching experience.

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Abdullayeva, Shafag. "Humanistic approaches in language teaching." Scientific Bulletin 2 (2020): 60–63. http://dx.doi.org/10.54414/qnhg8693.

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So, all kinds of ideas seem relevant at the same time. And instinctively or intentionally, teachers choose different methods. There are events where teachers insist on using exclusively L2; but at the same teachers can quickly translate something or contrast L1 and L2 language use. Teachers choose an eclectic variety of techniques and classes from different methodologies and approaches. But the key factor is that the choice is made for fundamental reasons. In short however implicitly, the teacher understands how these choices benefit students and the learning process. In our age of globalization and growing cultural awareness, there is a growing understanding that different cultures, and in particular different educational cultures, need different methodologies. This new sensitivity to other cultures, in particular other educational cultures, is an appropriate place to end this story.

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Wilson, Jessica L., Angie Hensley, Amanda Culp-Roche, Debra Hampton, Fran Hardin-Fanning, and Amanda Thaxton-Wiggins. "Transitioning to Teaching Online During the COVID-19 Pandemic." SAGE Open Nursing 7 (January 2021): 237796082110261. http://dx.doi.org/10.1177/23779608211026137.

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Background During the COVID-19 pandemic many nursing educators have been required to abruptly convert to an online delivery model. Faculty need resources and support to transition face to face courses into an online format. Purpose The purpose of this article is to highlight nursing faculty perceptions of the effectiveness of resources, support, and methodologies for online teaching during the COVID-19 Pandemic. Methods A cross-sectional descriptive survey design was used to collect data about nursing faculty resources, support and methodologies used to transition at least one undergraduate or graduate degree nursing course to an online format during the COVID-19 pandemic. Results Eighty-four faculty who taught in ten university colleges of nursing used varied teaching methodologies in online courses, but included some consistent methods such as websites and web based tools. The student engagement strategies that faculty were most satisfied with were journal writing and projects. Most faculty reported having information technology support and access to instructional design resources. Conclusion Nursing faculty were resourceful, adaptive, and willing to use both novel and existing resources and methodologies to meet their teaching objectives and engage students. They were also, overall, satisfied with the administrative support they received from their respective institutions. Many of these resources, methodologies, and supports will continue to be used by faculty as likely more programs and courses will continue to be managed online.

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Homan, Ken. "Hazards of the Therapeutic: On the Use of Personalist and Feminist Teaching Methodologies." Horizons 24, no. 2 (1997): 248–64. http://dx.doi.org/10.1017/s0360966900017163.

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AbstractThis article expands a project begun as a participant in the first American Academy of Religion and Lilly Endowment Teaching Workshop on Religion. The original project examined feminist teaching methodologies and how a male theology professor could use these methodologies in a general undergraduate theology classroom. This work describes the processes of feminist and personalist teaching methodologies and analyzes their impact on undergraduate theology classrooms.While these approaches help students come to a greater sense of participation in and ownership of their knowledge, there has also been the attending risk that such pedagogies seemingly involve the student too intensely, too personally, and the course becomes a form of therapy. This study examines how this therapeutic turn appears to develop. It concludes with a discussion about the need for clearly articulated teaching methodologies and how their use where appropriate helps us anticipate and respond to therapeutic classroom dynamics.

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Gînju, Tatiana. "Education: 5. Application of Interactive Methods to Music and Literature Lessons in Primary Classes." Review of Artistic Education 16, no. 1 (March 1, 2018): 245–52. http://dx.doi.org/10.2478/rae-2018-0027.

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Abstract The author takes over and presents in the context of the action of integrating the literary-artistic education methodologies - the musical education methodologies the epistems that explain the interactive nature of these. This original way of approaching literature and arts methodologies has been applied experimentally in primary education, language courses and romanian literature and music education, thus providing teaching staff with integrated teaching and learning materials of literature and music.

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Dahal, Niroj, Bal Chandra Luitel, Binod Prasad Pant, Indra Mani Shrestha, and Netra Kumar Manandhar. "Emerging ICT Tools, Techniques and Methodologies for Online Collaborative Teaching and Learning Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 17–21. http://dx.doi.org/10.3126/mefc.v5i5.34753.

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Emerging ICT tools, techniques and methodologies (TTM), which might be helpful for pedagogical practices, for a synchronous and asynchronous mode of teaching and learning mathematics in online and distance mode of education. This action research reported from the underpinning practices of the authors as trainers, course facilitators, educational researchers and innovative practitioner-the possible uses of emerging ICT tools, techniques and methodologies for teaching and learning mathematics. This article highlights some key strengths with possible integration of emerging ICT tools, techniques and methodologies to facilitate online and offline task(s) and assessment(s) of the learners, and trainees in a collaborative manner. Epistemologically, our experiences reflected that the learning experiences of the learners and trainees would be better by incorporating emerging ICT tools, techniques and methodologies in day to day practices in online classes specifically more in this present context. We have concluded the paper by highlighting the effectiveness of use of emerging ICT tools, techniques and methodologies as a new innovative virtual teaching and learning platform.

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Inayat, Naveed, Nadia Munir, Mehvish Sajjad, Muhammad Usman Muneer, Muhammad Muddassar, and ,. Mirza Abdul Rauf. "Feedback on Teaching and Assessment Methodologies, being practiced in Islam Dental College." Pakistan Journal of Medical and Health Sciences 15, no. 5 (May 30, 2021): 1115–17. http://dx.doi.org/10.53350/pjmhs211551115.

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Background: The students are in the best position to judge the effectiveness of any teaching system. They may comment logically to assess the teaching and evaluation methods. Aim: To analyze the student's feedback on teaching methodologies and effectiveness of methods being practiced in department of Prosthodontics in Islam Dental College Sialkot. Methods: The cross sectional study was conducted in Islam Dental College Sialkot with a specially designed questionnaire. The study subjects were 100 students, 50 each from 3rd year and final year BDS. The questionnaire was based on methods of teaching and assessments, in terms of content, time and relevance. Results: Majority (85%) agreed on the reliability of multimedia and digital methods of teaching .A huge number (73%) were also satisfied with delivery and content of the lectures.80% students were satisfied with teaching in lecture halls. 30% and 40% were not satisfied with teaching in clinics and OPDs respectively. Multiple Choice questions were the most favored type of assessment methods with 45% agreement. Conclusion: Students were satisfaction with the teaching methods being practice in Islam dental College. MCQs were considered preferred assessment tools. There is a dire need to innovate Clinical and OPD Teaching regime in the dental colleges. As the lapse has a significant impact on knowledge and skill of the students. Keywords: Blended Learning, Assessment tools, Feedback, teaching methods

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