Enumeration of Potential Teaching Methods in Higher Education: A Cross-Disciplinary Study

Mohiuddin, Khalid; Islam, Mohammad Aminul; Sharif, Mansoor; Nur, Shakila; Talukder, Md. Shahrear; Alghobiri, Mohammed

doi:10.1155/2020/8870412

Cited by 6 publications

(8 citation statements)

References 84 publications

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“…In addition, 10 of the methods were applied in three disciplines in different groups. Table 3 lists the teaching methods that were used across the different practical disciplines [25][26]. Table 5 The difference between Blackboard and Moodle…”

Section: Resultsmentioning

confidence: 99%

Asynchronous learning techniques during the COVID 19 Pandemic

Zafrah

Mohiuddin

Ahmed

et al. 2021

Int. Res. J. multidiscip. Technovation

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This study aims to summarize the capabilities available in learning techniques that can be used in managing the educational process in all academic disciplines during the Corona pandemic (Covid 19). In this research, the blackboard system and the Moodle system were chosen to highlight the capabilities available in it through three axes: Teaching strategies Used in the administration and delivery of the course, and the evaluation methods that are used to evaluate the performance of students in the course, and the last axis is to ensure the quality of the educational process by following up the educational process from the concerned administration. The study relied on the exploratory descriptive approach to identify the types of teaching strategies used and classify them according to their support for the majors, as well as the methods of evaluation of students ’performance in the course according to the scientific specializations by examining many types of research to sort and classify teaching strategies and evaluation methods for scientific specialties according to the opinions of the studies that have been relied upon. The study revealed that there are about 28 teaching styles that can be used in the four main practical disciplines, which are arts and humanities, education in the medical field, science and engineering, and social sciences. The study also showed the mechanism of implementing these methods through the tools available on the Blackboard Learning Management System and the Moodle Learning Management System.

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Section: Resultsmentioning

confidence: 99%

Asynchronous learning techniques during the COVID 19 Pandemic

Zafrah

Mohiuddin

Ahmed

et al. 2021

Int. Res. J. multidiscip. Technovation

Self Cite

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“…Some literature still observes that, though things are changing, traditional teachercentred methods such as lecturing still dominate the learning landscape in universities and business education (Budanceva et al 2016;Mohiuddin et al 2020;Cameron 2017). However, some teaching and learning methods used in universities and business schools are seen as not adequate at developing long-term skills, behaviours, and attributes required by today's workplace, such as communication skills, interpersonal skills, teamwork, conflict management, critical thinking, creativity, innovation, self-motivation, self-awareness, selfefficacy, adaptability, proactivity, and lifelong learning (J.…”

Section: Business Schools Teaching and Learning Methodsmentioning

confidence: 99%

“…The two learning methods are largely teacher driven. A study by Mohiuddin et al (2020) surveyed the literature on teaching methods used in higher education institutions, with a focus on four disciplines: Arts and Humanities, Medical Education, Science and Engineering, and Social Sciences. Their study found that over 110 teaching methods are used in higher education institutions across the globe.…”

Section: Learning Methodsmentioning

confidence: 99%

Graduate Employability of Business Students

Mainga

Murphy-Braynen

Moxey

et al. 2022

Administrative Sciences

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The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.

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“…Las tipologías de estudio más comunes fueron la empírica y la teórica, por el contrario, las fuentes bibliográficas relacionadas con intervenciones cuasi experimentales y experiencias educativas son exiguas. Estos resultados son coincidentes con diversas revisiones sistemáticas, en las que impera la inclusión de estudios con diseños de investigación empíricos y teóricos (Alshammari, 2020;Costa et al, 2020;Klufas et al, 2020;Mohiuddin et al, 2020).…”

Section: Discusión Y Conclusionesunclassified

“…Asimismo, las principales revisiones de la literatura de los 2 últimos años sobre la temática, se centran en una única etapa educativa, siendo ejemplos ilustrativos las dirigidas hacia la Educación Superior (Akor et al, 2019;Alonso-García et al, 2019;Ivanova & Ilyashenko, 2020;Le & Do, 2019;Mohiuddin et al, 2020;Safapour et al, 2019) y las vinculadas a las etapas de Educación Infantil y/o Primaria (Fombella et al, 2019;Pamplona-Raigosa et al, 2019;Shih, 2020). De forma similar, un amplio rango se focaliza en un solo ámbito o materia (Jiménez et al, 2019;Tieocharoen & Rimkeeratikul, 2019;Wilkinson et al, 2019;Ye & Shih, 2020).…”

Section: Introductionunclassified

Características bibliométricas de la literatura internacional sobre métodos docentes: una taxonomía multidisciplinar

Rodríguez-García

Gago

2021

Rev. complut. educ

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Introducción. La metodología docente es un elemento capital en el aprendizaje del alumnado. A pesar de esta importancia, tanto las taxonomías como las revisiones de la literatura reciente sobre este constructo son escasas. Método. Para solventar esta problemática se ha llevado a cabo una revisión sistemática de la literatura de los 2 últimos años, con el objeto de describir la producción literaria reciente y establecer una taxonomía de métodos docentes en función de los principales ámbitos que aparecen en las fuentes encontradas. Esta revisión sistemática se compuso de 53 artículos localizados en las bases de datos Dialnet, Scopus, Eric y Web of Science, utilizando como palabras clave: (método, estrategia, estilo, modelo, prácticas, técnica y enfoque) de enseñanza. Resultados. Los principales hallazgos han permitido determinar, por un lado, una tendencia creciente en la producción literaria y por otro, un mayor número de fuentes asociadas a la Educación Superior. También se ha determinado que las tipologías de estudio empíricas y teóricas, y los artículos procedentes de países asiáticos y europeos de entre 6 y 10 métodos son los más prevalentes. La producción literaria se dirige fundamentalmente hacia 5 ámbitos diferenciados –STEAM, multi-materia, enseñanza de una L2, Ciencias Sociales y Educación Cívica y Moral, y Educación Física–, los cuales se han utilizado para establecer la taxonomía a la que se han vinculado 37 métodos en función del número de fuentes bibliográficas asociadas a cada ámbito. Discusión. El aumento de la producción literaria, junto con el gran número de fuentes disponibles en la Educación Superior, son explicadas en la literatura por la entrada de la enseñanza universitaria en el Espacio Europeo de Educación Superior. Asimismo, la taxonomía establecida permite arrojar luz sobre un constructo confuso para los docentes y solventa la limitación asociada a la ausencia de una nomenclatura uniforme.

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Enumeration of Potential Teaching Methods in Higher Education: A Cross-Disciplinary Study

Cited by 6 publications

References 84 publications

Asynchronous learning techniques during the COVID 19 Pandemic

Asynchronous learning techniques during the COVID 19 Pandemic

Graduate Employability of Business Students

Características bibliométricas de la literatura internacional sobre métodos docentes: una taxonomía multidisciplinar

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