survey of effective teaching mechanisms …...of teaching-learning competencies of utpl model. they...

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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


[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.



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



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.



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



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.



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