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THE USE OF ENGAGING AND EXPERIENTIAL LEARNING INNOVATIVE TEACHING PRACTICES FOR GRADUATE STUDENTS.

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Title: THE USE OF ENGAGING AND EXPERIENTIAL LEARNING INNOVATIVE TEACHING PRACTICES FOR GRADUATE STUDENTS.
Authors: Burrell, Darrell Norman1,2,3, Finch, Aikyna4, Fisher, JoAnn5, Rahim, Emad6,7, Dawson, Maurice8
Source: Review of Higher Education & Self-Learning. Sep2011, Vol. 3 Issue 11, p45-53. 9p.
Subject Terms: *Experiential learning, *Graduate students, *Adult education, *Audiovisual materials, *Education, Educational technology software
Abstract: The invention and active use of PowerPoint in university classroom has transitioned academic teaching from transparencies and overhead projectors into new ages of teaching and learning. The next challenge for professionals has been the appropriate and effective use of PowerPoint and lectures as it relates to working adults where a differing school of thought exist when lecturing through 50 to 100 PowerPoint slides as an effective way to engage graduate students. Progressive professors are using new tools that offer stories that provide context, relevance, and handles, for knowledge retention for graduate students through the use of case studies, simulations, and videos, including Donald Trump's The Apprentice. This paper provides contextual examples regarding how to use real world stories with student-centered teaching and learning as a means of engaging graduate students, connecting with them, and providing opportunities for the practical application of course content. [ABSTRACT FROM AUTHOR]
Copyright of Review of Higher Education & Self-Learning is the property of Intellectbase International Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: THE USE OF ENGAGING AND EXPERIENTIAL LEARNING INNOVATIVE TEACHING PRACTICES FOR GRADUATE STUDENTS.
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  Data: <searchLink fieldCode="JN" term="%22Review+of+Higher+Education+%26+Self-Learning%22">Review of Higher Education & Self-Learning</searchLink>. Sep2011, Vol. 3 Issue 11, p45-53. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiovisual+materials%22">Audiovisual materials</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology+software%22">Educational technology software</searchLink>
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  Data: The invention and active use of PowerPoint in university classroom has transitioned academic teaching from transparencies and overhead projectors into new ages of teaching and learning. The next challenge for professionals has been the appropriate and effective use of PowerPoint and lectures as it relates to working adults where a differing school of thought exist when lecturing through 50 to 100 PowerPoint slides as an effective way to engage graduate students. Progressive professors are using new tools that offer stories that provide context, relevance, and handles, for knowledge retention for graduate students through the use of case studies, simulations, and videos, including Donald Trump's The Apprentice. This paper provides contextual examples regarding how to use real world stories with student-centered teaching and learning as a means of engaging graduate students, connecting with them, and providing opportunities for the practical application of course content. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Review of Higher Education & Self-Learning is the property of Intellectbase International Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=66136260
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