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http://www.iaeme.com/IJCIET/index.asp 63 [email protected]
International Journal of Civil Engineering and Technology (IJCIET) Volume 8, Issue 10, October 2017, pp. 63–69, Article ID: IJCIET_08_10_008
Available online at http://http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=8&IType=10
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
© IAEME Publication Scopus Indexed
SURVEY OF EFFECTIVE TEACHING
MECHANISMS AND ICT TOOLS FOR
EDUCATION
S. Durai and P. Darwin
Assistant Professor, Computer Science and Engineering
Veltech Dr.RR & Dr.SR University, Avadi, Chennai, Tamilnadu, India
ABSTRACT:
Teaching and learning is the major requirement for all human. Learning differs
from one to others, but teaching may not be the same. Because we know that teaching
learning started when human generation created. Teaching mechanism we are
following is same, only the places, dressings, buildings etc…Were changed. Over for
the past five hundred years we are following the same way of teaching methodology
only. Teaching means not only transferring the notes from lecture note to student note,
it must be they gain not only the knowledge in addition to that behavioral skills,
teamwork capabilities, together with how to relate that information with real world
problems. In this paper we are going to propose the different types active teaching
learning mechanisms in many academic professions. In final we conclude the active
learning mechanism implemented feedback from the students. It shows that all
students giving feedback percentage is increased from sixty five percentages to ninety
six percentages.
Keywords: Learning environment, Effective learning, Active learning, Peer
Instruction.
Cite this Article: S. Durai and P. Darwin, Survey of Effective Teaching Mechanisms
and ICT Tools for Education, International Journal of Civil Engineering and
Technology, 8(10), 2017, pp. 63–69
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=8&IType=10
1. INTRODUCTION
The part of architects is imperative to drive the improvement of a country. They assume a
basic part in progressing improvement tasks of numerous areas, for example, framework,
development, assembling, and significantly more. To be a powerful specialist, hard aptitudes
and also delicate abilities are similarly vital. Colleges and other instructive establishments can
bolster their students by joining Active Learning Methodologies (ALMs) in their educational
module. At the point when understudies are presented to this present reality after their
graduation, the experience they have picked up amid the time of study, encourages them to
perform better.
Survey of Effective Teaching Mechanisms and ICT Tools for Education
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[1] They proposed case teaching method for many academic and professional learning
courses. They proved that it will developed their practical skills, decision making skills for
real time problems, from logically efficient and economical well planning skill. The
implemented student skill proves that possibility of proving and solving real world problem is
better than other traditionally taught student’s skill. They implement this case teaching
methodology in law, business education, medicine. They explained about non implemented
examples in engineering courses. They listed out the benefits of case teaching method and
based upon the feedback from the students they strongly recommend that it is the right tool
for challenge driven education model. Finally they suggested that their paper will be the good
example for holistic approach which is the future of good education.
[2] This paper presented the analysis and usage of the web 2.0 tools, their objective of
work is students who are all in first cycle of different degrees on online learning of UTPL able
to describe and use web 2.0 tools with respect to search and share the information as a result
of teaching-learning competencies of UTPL model. They published the management of web
2.0 tools which was done by the students, who taught as by this teaching-learning as well as
the use and the revision of Web 3.0 in the fields of education, technology, knowledge, social
and learning area. They concluded that they identified the students not related to system
engineering also, after the proper use of web 2.0 and web 3.0 tools, it strengthening the
learning habit and improving digital knowledge of UTPL education model.
[3] Their paper describes use of ICT tools and other educational tools with cultivating
students learning skills by their own ideas. They explained that past implementations were
evaluated by innovative teaching approaches and the thinking ability of the students in
educational side and educational awards from different educational societies. In that paper
they described their efforts to visualize their learning activities performed other than the
curriculum. They established the visualizing system in their project for promoting active
learning.
[4] They explained about the factors which are useful for active learning. The active
learning strategy depends on factors such as availability of resources, class strength in
numbers, instructor attitude, and much more. They assessed multi-disciplinary variations, and
variation of multiple dimensions of Active learning that is used in selected universities in
Srilanka. They described out Project-Based learning (PBL) and Case study method for the
effective Active-learning mechanisms. They conclude that give least importance to
educational games and the clickers usage in active learning.
[5] They report data from ten years of teaching from peer instruction for introduce the
course for nonmajors; Their results showed that students reasoning and quantitative thinking
increased by implementing peer Instruction. They had replaced in-class quizzes with pre-class
written responses to the reading.
[6] Active Learning (AL)," the showing technique which puts more accentuation on
understudies' dynamic support in class and their capacities to find issues and fathom them, has
been going under the spotlight around the world. We are advancing AL in the field of data
and hardware. Particularly, we are rehearsing A3 Learning System gaining practical
experience in using PCs. We have forcefully presented AL in class and seen the great impacts
of them. Notwithstanding, a few issues are developing in a specific sort of subjects, which
may imply that there are subjects unsatisfactory for AL. In this paper we report huge scale
examination of presentation of AL in data and hardware field and recommend that effective
presentation of AL in class relies upon the kind of subjects.
S. Durai and P. Darwin
http://www.iaeme.com/IJCIET/index.asp 65 [email protected]
2. ACTIVE LEARNING METHODS
In Physical classroom Interaction, there are three components are there and the interaction
happened between them, 1. Teacher, 2. Learner, 3. Content. In the following section we are
going to describe the traditional teaching methodology as well as active learning environment
creation.
2.1. Types of interactions in a physical classroom:
1. Teacher-Student : content delivery and Discussion
2. Teacher-Content : Books, visual presentation aids, Notes
3. Student-Content: Notes, Books
4. Student-Student : Peer discussions
Figure 2.1 Interaction in a Physical Classroom
2.2. Converting physical classroom to online classroom:
Pedagogy options
1. Learning dialogues (LeD)
2. Learning by doing (LbD)
3. Learning extension resources (LxT)
4. Leairnng experience interactions (LXI)
In learning dialogues (LeD), instead of always taking class with chalk and talk , video
presentation must be introduced. Because in regular classes if the student is having doubt, the
involvement and asking doubt is with respect to only student knowledge. If he wants to
resume the lecture its disturb the class, if he wants to repeat only some portion where he is
having doubt that is also not possible, if someone wants to jump to some other portion of
lecture it is also not possible. But when we introduce video lectures all are possible, even
when a student missed the class of particular lecture later they can refer and learn it. In
Learning by Doing (LeD) activity ,questions will be posted immediately after delivering a
particular topic, it helps the students to recall the topics discussed in the class, as well as
check their knowledge level. It helps the trainer to know that how well the key concepts
discussed in class understood by the students.
In Learning Extension resources(LxT) in addition to regular teaching materials, additional
reference things videos, linkis, papers, documents and many more will be provided. In
Learning Experience Interacation (LxI) , trainer can create a blog to discuss the students with
themselves. Because each and every student is having doubt, clearing doubts by single trainer
by all its not possible, but in discussion forum peer-peer interaction is there. So anybody can
ask doubt and anybody who knows this answer can clarify their doubts.
2.3. Sharing Resources
In traditional teaching mechanism the staffs are preparing notes from the textbooks, they can
share the notes by giving photocopies or some trainers they insist the students to get text from
Survey of Effective Teaching Mechanisms and ICT Tools for Education
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any source. But now we have many number of advanced digital file sharing mechanisms.
Because students need any time accessing as well as portability of resources like viewed by
any gadgets. In our digital world either we go for google drive, sharefile, dropbox, Egnyte
etc…from the above list we can use any one of them to share the files to the learners.
Figure 2.2 File Sharing tools
2.4. Web presence for Teachers
In normal teaching methodology, the availability of teacher for students only in physical class
room at the maximum availability will be office working hours, some faculty can assist upto
8.00 pm. But now the students are working 24X7, be frankly saying students will work after
9.00 pm, so contacting teacher it’s very difficult, and some student who are all slow learners
they feel shy to ask questions to staff directly. But through indirect communication they will
be in active, so the staff must be available through any web. There are lot of free web sites are
available to create websites like wordpress.com, package from Bitnami, other hosts like daddy
etc…
Figure 2.3 Wordpress Home page
2.5. Learning Management System- Moodle
With respect to Learning Management system, all the course materials, quizzes, assignments
and peer interaction all will be integrated in single environment. It might be applicable for
massive open online course. MOODLE is the best learning Management System, most of the
universities they are following this only. It is freely downloadable and it is available in open
source. At most all type of teaching and evaluation scheme is implemented in this tool. Once
we created this MOODLE setup then for the next time , the same course for the teacher will
be easy. The main aim is student can access course content anywhere anytime. Even
assignments also can be submitted and evaluated by online management tool or the trainer
can. In MOODLE discussion forum also there, so learners can interact by themselves, the
trainer can post recent activities for the respective course. Monitor the effective participation
of students in the forums.
S. Durai and P. Darwin
http://www.iaeme.com/IJCIET/index.asp 67 [email protected]
Figure 2.6 MOODLE implemented in Veltech University
2.6. Creating your own Videos-Screen Casting Software
Even though we are providing video for the respective course, the student may comfort with
the subject handling staff. And the teacher also not satisfies with video which was created by
others, the solution for the problem is teacher can create videos of their own demonstration.
Now in digital world there are many number of screen casting software are there, they are
providing these software as free of cost and open source like screencast-o-matic, camstudio,
screen flow, hypercam.. so we can create videos from them and share to the students.
Figure 2.5 screencast-o-matic
2.7. Flipping the classroom with Technology
In Traditional teaching method, the staff simply taking class inside the class room. After
finishing the lecture teacher giving assignments and problems for the topic they discussed in
class room, the students will solve it in their houses. In the above scenario the information
sharing will be done inside the classroom and assimilation will be outside the class. With this
only less number of people will be actively participated in both places. In Flipping the
classroom information sharing will be done outside the class and assimilation will be done
inside the class. For this the teacher must give the course content prior to taking the class,
students must watch the video before coming to the classes, in class teacher will give
problems to solve by the student and clarify their doubts. The research result shows that active
Survey of Effective Teaching Mechanisms and ICT Tools for Education
http://www.iaeme.com/IJCIET/index.asp 68 [email protected]
participation as well as students thinking knowledge were surprisingly increased from 50% to
95%.
Figure 2.6 Flipping the Classroom
2.8. Active Learning inside the classroom
For the active participation of students inside the class will happen only let them talk. We
know that students always love to talk with neighbours during class hours. So here we are
going to train them with peer talk, this activity is called Think-Pair-Share. For this Teacher
must post a question in class, we give 3 minutes to let them think individually, next 5 minutes
we tell them to discuss their answers with neighbour, finally the answer must be shared with
entire classroom. This methodology also effectively works among the students. But at the
initial stage, it may not work because its a new scenario for the students, so we must
implement it in every class, then students know the importance this method. They simply
learn from this method, this teaching methodology conducted for 80 students in a class, after
conducting this method we got feedback from students the score was 98%. For comparing this
we conduct the same course topic handled by the same faculty for two different classes, one
classroom with traditional method and other with think-pair-share methodology. After class
we conducted test for both students the results proved that think-pair-share activity
implemented students logical thinking as well as result is 25% more than the normal teaching
classroom students.
Figure 2.7 Think-pair-Share Activity
3. CONCLUSION
Learning is the main routine for every human; the best learning comes from effective
teaching. But in traditional teaching only the class rooms, environment, desk, students and
buildings only changed. The same teaching methodology only we are following over past five
hundred years. Teaching is not only the art transferring contents from teachers note book to
student notebook, not only giving notes and continuously speaking during the class hour. It
must be like by all students, they must effectively get involved in learning as well as it must
be increase their thinking ability of the students. They must relate concepts discussed in class
with real world problems. For that we are having many recent tools are there to teach the
concepts with the students. That different approaches and tools we discussed. And
implementations of those methodologies are successfully implemented in our university
students. And feedback also shows that involvement and learning skills rapidly increased
from fifty percentages to ninety five percentages. So we conclude that for the effective
teaching-learning environment we must implement active-learning methodologies for the
better improvement in learning skill of the students.
S. Durai and P. Darwin
http://www.iaeme.com/IJCIET/index.asp 69 [email protected]
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