Diversifying higher education: facilitating different ways of learning

Abstract

Purpose -This paper aims to demonstrate how higher education in Finland can benefit from using methods such as Web 2.0 technologies. Design/methodology/approach -The paper describes how different types of learners (auditory, visual, kinaesthetic) benefit from being exposed to new methods and tools in the tuition process (traditional teaching settings). The strengths and weaknesses of these alternative teaching methods and tools are assessed. The paper is based on a case study -a pilot project -where the Prezi presentation tool and Twitter were tested and used in a university teaching setting. Findings -The results of the study show that both students and faculty found the utilization of Prezi and Twitter in teaching improved the learning and teaching experience. Originality/value -In Finland, the use of Prezi and Twitter in the classroom is not common. The results of this study should help encourage other teachers in Finland to implement new methods and tools in the tuition process.

Developing Learning Media Using Online Prezi into Materials about Optical Equipments

“…Based on the calculation, the result of the <g> was 0.70; , thus, it is categorized in the effective category. Prezi instructional medium influences the learning outcomes as it can improve students' learning outcomes (Brock & Brodahl, 2013;Virtanen et al, 2013;Wirawan, 2015). Therefore, Prezi is an effective instructional media to acquire some knowledge, and it can improve students' conceptual understanding (Akgun et al, 2016;Chou et al, 2015).…”

Educating Nonlinearly and Visually in the Digital Knowledge Age: A Delphi Study

“…(Jacobson, 2012-13;Yanchus, 2013). (4) Nonlinear visual apps also enhance learner-centered interaction and cooperation (i.e., they help develop social and emotional learning skills) in classroom instruction more quickly and effectively through their real-time team collaboration and sharing functionalities (Schiller, 2011;Virtanen, Myllärniemi, & Wallander, 2013). Nonlinear visual apps help individuals to collaborate, cooperate, and share with others more effectively and efficiently-which can enrich right-brain and left-brain individuals' aptitudes to understand one another www.ccsenet.org/ass Asian Social Science Vol.…”

“…(5) Nonlinear visual apps empower learners' perceptions and understanding (i.e., what they learn), and they enable people to learn faster and to understand and remember more (Diamond, 2010;Jensen & Tunon, 2012). (6) Nonlinear visual apps assist individuals in observing patterns and making better connections and in understanding interrelations among essential ideas and items in a systematic multi-dimensional fashion; visual processing is conducted by envisioning the parts as a cohesive whole (Diamond, 2010;Virtanen et al, 2013). (7) Finally, nonlinear visual apps stimulate the brainstorming, gathering, organizing, classifying, analyzing, clarifying, simplifying, saving, retrieving, presenting, and sharing of ideas, concepts, information, and all types of data more appealingly and effectively in a structured-manner-i.e., in small pieces (Panag, 2010).…”

The Development of Teaching Media Based on PREZI Application at Fluid Dynamic Subject

“…Teaching media have an effect on student learning outcomes. Prezi might improve students learning outcomes [5][6] [7].…”

“…Conducted a cultural comparison between the United States and Norway regarding Prezi application in group projects and determined that Prezi changed the traditional thinking process of students in preparing presentation slides [6]. Surveyed the experiences of college students in using Prezi in the classroom and indicated that students reported that Prezi might improve their learning outcomes [7] .…”