dc.contributor.author | Tularam, Gurudeo | |
dc.contributor.editor | Ataur Rahman, Vojislav Ilic | |
dc.date.accessioned | 2018-02-21T01:57:12Z | |
dc.date.available | 2018-02-21T01:57:12Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | http://hdl.handle.net/10072/124232 | |
dc.description.abstract | The traditional teaching approaches are generally teacher-directed where students are
taught in a manner conducive to sitting and listening. It is true that traditional philosophies often
allow us to continue with the lecture-based model with some useful results. However it is often
argued that the traditional approach may not provide students with valuable skills. The teaching of
mathematics that is usually referred to or called non-traditional uses constructivist philosophy as its
basis; this implicates strategies in which an individual is making sense of his or her universe. So the
student is an active participant, which may help develop, construct or rediscover knowledge – a
major goal that can be a time consuming process if taken literally for each student; alternately, there
is also a philosophical position known as social constructivism suggests group work, using a
specialist language of the field, and discourse learning its cultural framework; social intercourse and
problem solving being the most important part of learning process. It is argued that the nontraditional
teaching is done using a problem solving or inquiry based approach; where the learner is
the problem solver. Therefore, e-learning is considered to be more in line with the non-traditional
approaches than the traditional. This paper critically reviews the literature on mathematics and
engineering learning in terms of these approaches and compares them. The paper specifically
examines the advantages/disadvantages of the approaches as well the manner in which they influence
performance of students in mathematics and engineering courses. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.publisher | Western Sydney University | |
dc.publisher.place | Australia | |
dc.publisher.uri | https://www.westernsydney.edu.au/iceer | |
dc.relation.ispartofconferencename | iCEER 2016 | |
dc.relation.ispartofconferencetitle | Proceedings of International Conference on Engineering Education and Research | |
dc.relation.ispartofdatefrom | 2016-11-21 | |
dc.relation.ispartofdateto | 2016-11-24 | |
dc.relation.ispartoflocation | Sydney, Australia | |
dc.subject.fieldofresearch | Mathematical Sciences not elsewhere classified | |
dc.subject.fieldofresearchcode | 019999 | |
dc.title | Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning! | |
dc.type | Conference output | |
dc.type.description | E1 - Conferences | |
dc.type.code | E - Conference Publications | |
dc.description.version | Version of Record (VoR) | |
gro.faculty | Griffith Sciences, Griffith School of Environment | |
gro.rights.copyright | © 2016 University of Western Sydney. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s). | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Tularam, Gurudeo A. | |