Educ. Sci.
2019
,
9
, 273
2 of 20
The authors of this study studied various nontraditional methods and concluded that the most
frequently studied nontraditional methods are flipped classroom, gamification, case study, social media,
and self-learning. In 2000, the authors of [
25
] defined the flipped classroom method as “events that
have traditionally taken place inside the classroom but now take place outside the classroom and vice
versa.” In 2011, the authors of [
26
] defined the gamification method as “the use of game design elements
in non-game contexts.” Yin defined the goal of the case study teaching method as to “investigate
contemporary phenomena within its real-life context” [
27
]. In 2010, the authors of [
28
] defined the
self-learning education method as one in which learners can use tools and resources however they
wish to enhance their knowledge, abilities, and skills, and attain their individual objectives. The new
generation is referred to as “net students” in the social media teaching method, because they rely
heavily on electronic devices for di
ff
erent aspects of their lives [
29
,
30
].
Despite impressive growth in the use of these nontraditional methods by educators, no author
or researcher has performed a comprehensive overview and analysis of them; therefore, this review
intends to present the state of the art regarding the benefits of the five targeted nontraditional teaching
methods based on learners’ abilities and course objectives across all engineering disciplines. The results
of this study can assist instructors and professors with selecting the teaching method(s) that most
e
ff
ectively meet(s) the learning objectives of their courses.
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