Next Article in Journal
Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)
Previous Article in Journal
Reimagining the Place of the Professional, before It Is too Late: Five Dystopias and an Oxymoron?
Open AccessReview

A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media

Department of Civil Engineering, University of Texas at Arlington; Arlington, TX 76019, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(4), 273; https://doi.org/10.3390/educsci9040273
Received: 8 October 2019 / Revised: 2 November 2019 / Accepted: 11 November 2019 / Published: 14 November 2019
Traditional teaching methods rely solely on the use of textbooks, but teaching effectiveness assessment methods have demonstrated that most students taught by this method do not absorb the course content up to the expected level. Multiple researchers have introduced nontraditional teaching methods, but there is no scientific consensus on the best nontraditional teaching methods that are tailored to learners’ abilities while most effectively addressing the course objectives. Therefore, the goal of this review was to address the following questions across all engineering disciplines, based on learners’ abilities and the course objectives: (a) What are the benefits of nontraditional teaching methods? and (b) How would you categorize the benefits of nontraditional teaching methods? A qualitative review was conducted to achieve these goals, and the initial search for papers, using relevant keywords, resulted in more than 2000 peer-reviewed articles that were published between 2000 and 2017. A total of 125 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including a list of the benefits of the five studied nontraditional teaching methods (flipped classroom, gamification, case study, self-learning, and social media) belonging to four categories: technical/professional, personal skills/ability, personal attitude, and time and space. Based on the results, the authors established significant guidelines for instructors who aim to optimize learners’ achievements by adopting the most effective teaching styles, based on their course objectives and the learners’ abilities. View Full-Text
Keywords: review of methods; flipped classroom; gamification; case study; self-learning; social media review of methods; flipped classroom; gamification; case study; self-learning; social media
Show Figures

Figure 1

MDPI and ACS Style

Safapour, E.; Kermanshachi, S.; Taneja, P. A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media. Educ. Sci. 2019, 9, 273.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop