Incorporating effective teaching pedagogies to improve learning and teaching approaches globally

Khanna, Jai and AL-Rawi, Mohammad and Moridnejad, Maryam and Kumari, Sarla (2019) Incorporating effective teaching pedagogies to improve learning and teaching approaches globally. Australasian Association for Engineering Education 2019, Brisbane, Australia , 9-11 December, 2019.

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Abstract or Summary

CONTEXT 
From secondary to tertiary level, educational development relies comprehensively on teaching elements and strategies, it is about learning to think and act in ways that will apply safety measures to the future wellbeing of our students. Learner centered teaching not only includes authentic and modernised teaching, but it includes a mix of planning, continual management, and measure changes of learning (Harper, Chen, & Yen, 2004). This paper presents range of efficient teaching pedagogies with a reflection element, which are also supported with adult learning theories to standardise and prove their effectiveness globally. PURPOSE
 To apply and measure the effectiveness of innovative learning and teaching pedagogies by analysing student performances in Wintec, New Zealand. In addition to that, to attain qualitative and standardised teaching and learning approaches. APPROACH 
Illustrating the most significant theme of innovation in learning and teaching. The paper has taken the approach describing and applying five major teaching pedagogies such as flipped classroom, inquiry-based learning, active learning, differentiated learning and reflective teaching. For justification, it also comprises of Adult Learning Theories (ALT) such as social and situated learning, social constructivism and behaviourist theory. These ALTs are sourced from the book, University Teaching in Focus by L. Hunt & D. Chalmers, 2012. RESULTS 
 The preliminary analysis revealed that overall student participation has risen with positive feedback and acceptance of the modernised learning and teaching environment. All courses utilised and established these innovative teaching pedagogies with range of learner centered activities described in the research paper. These innovative pedagogies resulted in effective learnings with improved summative grades and increased student participation in formative assessments. Overall, the authors of this research found benefits of students leading the sessions, becoming problem solvers and developing employability skills. CONCLUSIONS Overall, the analysis of the results showed that learner centered teaching is accomplished from the approach of applying innovative teaching pedagogies. The use of these pedagogies aligned efficiently with the development of student adoption to become competent in the new teaching environment. Also, the students’ feedback demonstrated positive outlook towards adapting this shift to modernised teaching.

Item Type:Paper presented at a conference, workshop or other event, and published in the proceedings
Keywords that describe the item:Flipped Classroom, Inquiry-Based Learning, Reflective Teaching, Learner Centered Teaching
Subjects:L Education > L Education (General)
T Technology > TA Engineering (General). Civil engineering (General)
T Technology > TJ Mechanical engineering and machinery
T Technology > TK Electrical engineering. Electronics Nuclear engineering
Divisions:Schools > Centre for Engineering and Industrial Design
ID Code:7003
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Deposited On:06 Dec 2019 00:46
Last Modified:06 Dec 2019 00:46

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