CONVENTIONAL, NON-CONVENTIONAL AND INNOVATIVE METHODS OF TEACHING

Abstract

India's higher education system is the world's third biggest in terms of students, close to China and the United States. In future, India will be one of the largest education hubs. India's higher education area has seen a gigantic expansion in the number of Universities/University level Institutions & Colleges since independence. The 'Right to Instruction Act' which stipulates compulsory and free education to all children’s inside the age group of 6-14 years, has achieved an upheaval in the school system of the country with measurements uncovering a stunning enrolment in schools throughout the course of recent years.

Full text

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7 | INNOVATIVE TEACHING AND LEARNING PRACTICES
CONVENTIONAL, NON-CONVENTIONAL AND
INNOVATIVE METHODS OF TEACHING
ABOUT THE AUTHOR
Dr. Arul Senthil. B Currently working as an Assistant Professor in
Acharya Bangalore B School. He handles Organizational Behaviour,
Learning & Development, Human Resource Management and
Entrepreneurship & Ethics at ABBS. His research interests are in the
areas of Emotional Intelligence and Emotional Labor at the workplace.
A Ph.D. from Bharathidasan Institute of Management, Trichy and an
M.Phil. & MBA from Bishop Heber College, Trichy. He has completed
“Professional Certificate Program on HR Management and Analytics” at Indian Institute of
Management, Kozhikode. Dr. Arul is serving as Convener, Institution’s innovation council and
Faculty In-charge for EDC at ABBS. He serves as a member of Board of Studies for the
Department of Business Administration (MBA), Bishop Heber College. He served two times as
panellist for the CEDI, NIT Trichy - Incubate selection program for the year 2019&2020. He
also served as Guest Faculty, Department of Humanities and Social Science, National Institute
of Technology, Trichy. He won five times consecutive chess championships of Bharathidasan
University during his college days.
INTRODUCTION
ndia's higher education system is the world's third biggest in terms of students, close to
China and the United States. In future, India will be one of the largest education hubs.
India's higher education area has seen a gigantic expansion in the number of
Universities/University level Institutions & Colleges since independence. The 'Right to
Instruction Act' which stipulates compulsory and free education to all children’s inside the age
group of 6-14 years, has achieved an upheaval in the school system of the country with
measurements uncovering a stunning enrolment in schools throughout the course of recent
years. The involvement of private sector in higher education has seen extraordinary changes in
the field. Today more than 60% of higher education institutions in India are ruled by private
sector. The number of universities has expanded multiple times from 20 in 1950 to 1043 in
2019-20. In spite of these increased numbers, international education rating agencies have not
I

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set a considerable place for Indian universities inside the best of the world ranking Sheikh, Y.
A. (2017).
To improving ranking, Institutions are encouraging their faculty members to promote research,
patent, and innovative teaching methods. There is an incremental outcome in terms of
mentioned areas. But long way to go to compete with global universities. Autonomy in the
higher educational institutions would be a game changer. Many corporate houses start their
own universities to promote higher education like Mahindra University, Bennett University
and few others. National Education Policy 2020 has given a new path to the higher educational
institutions in India. Ministry of Education is revamping the higher education system, even it
thinks to reframe the existing regulatory bodies for making things simpler for higher education
institutions.
Fig 1: Regulatory Framework in India
Source: http://www.ibef.org/industry/education-presentation
DIFFERENT TEACHING METHODS
Any teaching approach that can be used to facilitate students' learning and satisfaction is
referred to as a teaching method. Learning outcomes may change in many ways as a result of
different methods of instruction. There are a wide variety of teaching techniques that can be
employed, depending on a number of factors, including the age and physical characteristics of
the students (able or disabled learners). The quantity of students, their academic aptitude, and
of course the discipline of the curriculum, which acknowledges that some disciplines are far
more suited to specific instructional approaches than others.

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In his discussion of different teaching techniques, Vikoo (2003) noted that there are three broad
categories within which teaching methods can fit.
Fig 2: Different Teaching Techniques
A. COGNITIVE DEVELOPMENT METHODS
Here, the cognitive development methods of teaching are recommended if the focus of the
instructional objectives is to improve intellectual skills in learners. This approach aids students
in understanding, analysing, synthesising, and evaluating information. It aids in the cognitive
development of students. Nevertheless, the techniques for cognitive development are mainly
didactic.
For E.g.: Discussion Method, Field Visit & Questioning Method
B. AFFECTIVE DEVELOPMENT METHODS
This method contains objectives which describe modifications in values, attitudes, and
interests. It also addresses the growth of appreciation and appropriate adjustment. Education
has a lot to offer the learner to help him or her improve in these areas, thus teachers are urged
to incorporate useful learning experiences, educate in methods that arouse interest, and help
students form the right attitudes. For E.g., Simulation Method & Role Play
C. PSYCHOMOTOR DEVELOPMENT METHODS
This method deals on activity-based teaching approach that focus on helping students develop
their motor abilities. The use of manual dexterity to illustrate, demonstrate, or perform specific
skills is a requirement of this method. It uses heuristic teaching techniques such as inquiry and
discovery learning. For E.g., Project Method, Demonstration Method & Process approach
Method

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CONVENTIONAL METHOD OF TEACHING
Different subjects demand different teaching methods. According to Ali (1987) The teacher-
centred teaching approach is used by math instructors in secondary educational contexts. Due
to the fact that teachers' strategies for teaching mathematics are largely based on using their
own creativity, the Conventional Teaching method had an impact on SSC exams in rural areas.
Teachers are used towards the traditional method of teaching, in which they are the active
participants in the classrooms while the students are the passive recipients of information.
Consequently, it is important to assess the approach to teaching mathematics that will satisfy
both students and teachers. Between students learning collaboratively and students learning
conventionally, Cooperative Learning has a considerable impact on mathematics achievement
Aziz, Z., & Hossain, M. A. (2010). Where as in management science, the idea that knowledge
acquisition takes place when information is shared from teacher to student has influenced
conventional teaching philosophy in higher education. A further assumption made by the
traditional paradigm was that institutions' primary goal was to expose the students to a pre-
established body of knowledge. These long age beliefs have been useful in the past, but they
are no longer sufficient to meet the needs of the modern classroom. The problem is that it's
difficult to deliver experience learning that's both pedagogically sound and interesting. It could
be time-consuming and challenging to provide realistic, "everyday situations" experiences. For
institutions responsible for serving higher student enrolments’ than ever before, the challenge
is considerably more daunting Hussin, N. (2022).
NON- CONVENTIONAL METHOD OF TEACHING
The COVID-19 epidemic is causing significant changes in how education is delivered at HEIs.
As a result, the majority of universities now offer their courses in online and hybrid versions
(Carugati et al., 2020; Marinoni et al., 2020). Hybrid teaching models come in a variety of
shapes and sizes. A hybrid format might, for instance, combine online lectures with in-person
discussions. Alternatively, it might use a variety of online resources in addition to traditional
classroom instruction (Alavi, 1994; Chingos et al., 2017). Another hybrid teaching method
emerged with the advent of COVID-19: a classroom that united both in-person and online
learners during synchronous teaching (Bergdahl & Nouri, 2020). Scaringella, L., et al (2022)
study found that sequence of outcomes is strengthened more by the hybrid teaching model than
by the entirely online model. Through IT, differential value is integrated into a hybrid teaching
approach.

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INNOVATIVE METHOD OF TEACHING
Innovative teaching refers to the teacher's originality and innovation in changing the way they
teach. Educational institutions all across the world are introducing new ideas, practises, and
technological breakthroughs to improve students' knowledge. To ensure that students achieve
their maximum potential, innovative teaching is essential for both the present and the future of
education Kalyani, D., & Rajasekaran, K. (2018). IIM Trichy has a mixed pedagogy to teach
subjects for their MBA students. Namely, Case Studies, learning from peers in group, learning
from simulation and experiential method, learning from movies. Innovative teaching methods
such games, role-playing, newspaper reading, TV watching, dictionary use, and other activities
should be implemented in the classroom. Knowledge-based and skill-based learning are crucial
for students' growth and development. Teachers who use ICT in the classroom exhibit some
level of confidence, cooperation, and teamwork Mundy, M. A., et al (2012). ICT integration,
in the perspective of the teachers, improves the learning and play experiences of the students
while also providing chances for metacognition and creative development. When ICT is
employed in the classroom, students' self-esteem, ability to study independently, and fine and
gross motor skills all increase Lai, K. W., & Smith, L. A. (2017).
FUTURISTIC VIEW OF TEACHING METHODS IN HIGHER
EDUCATION
In India, Higher Education Institutions (HEI) are using different teaching methods for their
UG, PG and Ph.D. programs. Institutions like IIT’s, IIM’s, NIT’s, and few other national
importance institutions are working closely with Industries and try to bridge the gap between
Academia- Industry. This relationship helps for understanding the current market demands and
it helps to reshape the curriculum based on current trends. Professional Councils in India like
UGC, AICTE are encouraging innovative teaching methods in the different courses offered by
various universities and institutions. Therefore, institutions are encouraged to upgrade their
classroom by installing technologies to aid teaching deliveries. Today, faculties are encouraged
use different methods like case study, business simulations games, Movies, articles, live
projects, etc. Future of higher education has own challenges in terms of offering online degree.
Students are interested to learn from different online portals. Across the globe, renowned
universities and private players are offering online degrees to the learners. In India, NPTEL
platforms helps the learners both students and teachers to upskill their knowledge as a free
source. Different subject requires different teaching methods, especially in management

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education, medical science. Faculties needs to use different teaching pedagogy for different
subjects, sometimes different modules. At the same time the teachers shouldn’t skip the
traditional way of teaching because it has own advantages. Therefore, faculties need to use
blended teaching methods, so that students can make best use of education for their career and
life. In India, regulatory bodies are continuously promoting quality education. National
Education policy (NEP) would be a game changer in higher education, but the challenges are
many in the stage of implementation. Now the responsibility to the higher educations
institutions and faculties to adapt the new polices and deliver the quality education to the
students.
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