Nanotechnology Training Strategy

Direct instruction strategies have information conveyed to learners directly, the teacher presents, and the students listen. This kind of strategy is usually applied to the traditional classroom and is very effective in conveying basic information and explaining new skills to learners.

These applied in teaching Nanotechnology, including specific methods of explaining (Explicit Teaching) the content related to the lesson, and the lecturer will teach (Lecture) in class or online platform (eLearning) through computer software or smartphone with built-in lecture servers. In addition, the CSE department also invites Guest Lecturers from external units or enterprises to help students have practical knowledge and grasp the needs of the labor market after graduating with Nanotechnology.

Learners are facilitated in the learning process without any overt instruction activities carried out by the lecturer which is called a learner-centered teaching process. Here, the lecturer does not directly convey the lesson content to the students, instead encouraging students to actively participate in the learning process, using critical thinking skills to solve problems.

These strategic instruction methods implemented by the CSE department to Nanotechnology Program include Open Question, Problem-Solving, and Case Study.

Experiential learning is a teaching strategy in which learners acquire knowledge and skills through practice, actual observation, and perception. They learn through doing and experiencing.

The teaching methods implemented by the CSE department, including Laboratory, Internship, Student Research, and Graduation Projects.

This is a teaching and learning strategy where the lecturer combines many classroom activities such as posing problems or provoking questions and asking students to discuss and debate to solve the problem. The lecturer’s role is to guide students to solve problems step by step. Then students can achieve their teaching goals and learn from classmates or faculty to develop social skills, critical thinking skills, communication, and negotiation to make decisions.

The techniques and methods according to this strategy is applied by the CSE department in teaching Nanotechnology include: Debate is a teaching process in which the lecturer poses an issue related to content lesson, and students hold that issue must analyze, explain, and persuade listeners to support their opinions. Through this teaching activity, students can form critical thinking, negotiation, and decision-making or public speaking skills; Discussion: A teaching method in which students are divided into groups and discussing the lecturer’s views on the problem. Unlike the debate method, in the discussion method, learners have the same common views and goals and find ways to improve their views, solutions; Group Assignment: Students are organized into small groups to solve problems together and present the group’s results through reports or presentations to other groups and lecturers.

Self-study strategies are all student learning activities carried out by themselves with little or no instructor guidance. This process helps students orient their learning according to their own experiences, have autonomy, and control their learning activities through assignments, projects, or problems that the lecturers’ mentioned in class.

This strategic learning method applied by the CSE department in teaching Nanotechnology is mainly Homework Assignments. In this method, students are assigned to work from home with the content and requirements set by the lecturer. By completing these homework assignments, students learn how to self-study and acquire the required content of knowledge and skills.