Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei

doi:10.1063/1.4887690

Cited by 3 publications

(4 citation statements)

References 9 publications

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“… Naturalistic involves the ability to classify, identify, and manipulate elements of the environment, plants, animals, or objects [66, 101]. Interpersonal is concerned with the capacity to understand the desires, motivations, or intentions of other people, allowing people to work effectively with others [25, 69]. Intrapersonal entails the capacity to understand oneself, to appreciate one's motivations, fears, and feelings [40, 75].…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

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Applying active learning by contextualizing robotic applications to historical heritage

Quesada‐Real,

Perez‐Peña,

Morgado‐Estévez

et al. 2023

Comp Applic In Engineering

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Optional university courses are designed to allow undergraduate students to specialize in relevant fields to enhance their skills and knowledge for their future careers. However, there are some cases in which students prioritize enrolling in courses that are easy to pass. This choice results in having students with low motivation and commitment, who mainly focus on doing just enough to pass the course, missing the opportunity to boost their skills. In this study, an eclectic approach is proposed, applying a mixture of active learning methods together with the theory of multiple intelligences to improve students' performance, motivation, and commitment throughout the course. The study was applied to the 56 students enrolled in the optional Micro‐Robotics Application spring course in the year 2021 at the University of Cádiz (Spain). Results demonstrate that this combination of active learning methodologies increased students' motivation, prompting them to give their best in terms of commitment, performance, and creativity. Furthermore, they were convinced that during the course they not only learned relevant robotic knowledge but also acquired essential skills needed for their future. Finally, this study highlights the benefits and future directions for implementing active learning methodologies in science, technology, engineering, and mathematics courses.

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Section: Pedagogical Frameworkmentioning

confidence: 99%

“…Interpersonal is concerned with the capacity to understand the desires, motivations, or intentions of other people, allowing people to work effectively with others [25, 69].…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

Applying active learning by contextualizing robotic applications to historical heritage

Quesada‐Real,

Perez‐Peña,

Morgado‐Estévez

et al. 2023

Comp Applic In Engineering

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“…Therefore, the significance of this study is to develop an interactive learning activity with the use of Twiddla for an interactive classroom solution and to investigate the learning experience from both teacher and students with the interactive tool used within this learning environment (Mohamad, Salam, Bakar, and Sui, 2014).…”

Section: Learning Through Active Participationmentioning

confidence: 99%

“…The lecturer was interacting with the students by demonstrating the samples of interfaces for the 3-Dimension modelling software (3D Studio Max). Instead of one way communication conducted within the class teaching, the students were now able to interact by "vizualizing" their feedback of what they had understood in the learning content (Mohamad, Salam, Bakar, and Sui, 2014). This generates the consistent feedback from students to have immediate response by the lecturer.…”

Section: Communicate Learning Through Visual Interactionmentioning

confidence: 99%

Twiddla: The Engaging Teaching Tool for Interactive Classroom Solutions

Kwok¹,

Zhainuddin²

2017

IJISE

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Interactive teaching and learning tools engages an interactive solution to improve students' learning in classroom however the participation or interactivity within such learning environment needs to be consistent in practice in order to sustain the learning engagement. Students' participation, the interaction between the teacher and students needs to tie a closer connection within the learning environment. This study reviews on how an interactive tool such as Twiddla helps engage students' practical experience in class to become more versatile in learning. Study reviewed that the teacher and learners are able to express their thoughts and understanding by drawing, generating an interactive activity to trigger the learning success. With such interaction also helps enhance the communication between the teacher and students through the forms of discussion, problem solving and critical thinking. The interactive technology tools hence become active solutions to provide the learners a more conducive learning outcome to further enhance in their learning.

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Motivation And Teaching Experience: Does Teaching Experience Affect Lecturers’ Motivation In Teaching Online?

Mohamad

Salleh

Salam

et al. 2018

Self Cite

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There are a few challenges for all lecturers to apply online teaching practices. Among the problems are preparing teaching materials for online learning and lack of motivation in teaching and learning using online tools. This study intends to determine whether teaching experience affect lecturers’ motivation in teaching online. The respondents consist of 149 lecturers from Jabatan Matematik dan Sains Komputer (JMSK) with different subject matter expertise. Teaching experience was assessed using a multiple choice question in demographics and the lecturer’s motivation was measured using four primary dimensions i.e., ease of use (EOU), usefulness (USE), enjoyment (E), and self-confidence (SC). In order to measure these four dimensions, measurement items were adapted from previous researchers. The Wilk’s Lambda within the Multivariate Tests shows the significance (p-value) is more than 0.05, which means that the lecturer’s motivation is not significantly affected by their prior experience. Study also found that most of the lecturers in the polytechnics have between 4-6 years of teaching experience with the highest percentage of 34.2% and only one new lecturer with experience lower than one year was involved in this survey (0.7%). To conclude, these findings indicated that teaching experience does not affect a lecturer’s motivation in using online tools. Equally important, the application of appropriate teaching and learning tools makes the teaching and learning more effective in the classroom. Aided teaching techniques with several Web 2.0 applications also helped lecturers to diversify their teaching styles. It is hoped that the benefits from this study would be able to help the lecturers to be aware of the potential of their creativity and to be able to practice this in their teaching, as well as in recognizing the importance of the factors that motivate the creativity of lecturers in teaching online. This study formerly looked at the factors that motivated the lecturers in using online tools and highlighted three main factors that can affect a lecturer’s motivation which are (i) knowledge; (ii) perceptions, and (iii) skills.

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Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

Cited by 3 publications

References 9 publications

Applying active learning by contextualizing robotic applications to historical heritage

Applying active learning by contextualizing robotic applications to historical heritage

Twiddla: The Engaging Teaching Tool for Interactive Classroom Solutions

Motivation And Teaching Experience: Does Teaching Experience Affect Lecturers’ Motivation In Teaching Online?

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