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Published Article / A significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.

This thesis considers the natural learning process as defined by Timothy Gallwey and Daniel Kohut. This learning theory is examined and applied to trombone pedagogy while also considering physiological attributes to trombone performance. a brief synopsis of the history and lineage of the trombone is considered in order to understand the current setting of the trombone medium.

The learner-centered concept has become an important trend in educational field; collaborative learning is exactly the realization of such a concept. Many studies have pointed out that collaborative learning is better than traditional competitive and personal learning. However, there still exist some practical issues while applying collaborative learning, groupthink is one of them. Although researchers have developed many mechanisms for solving the practical issues of collaborative learning, groupthink can not be eliminated effectively. Because of groupthink, learning groups may jump to coherent conclusions quickly before a fully knowledge sharing and constructing process is being executed. This is against the spirit of Social Constructionism which is the essential theory of collaborative learning and reduces the benefits of collaborative leaning. Learning process control is an effective mechanism for reducing the groupthink effect. However, learning process control mechanism usually cannot work as expected because of the inappropriate guide of instructors or different leading styles of group leaders. Therefore, the aim of this study is to develop a system with the support of learning process control mechanism using mobile devices is developed to ensure the mechanism will be properly executed. The results show that self-censorship, which is one of the symptoms of groupthink, can be reduced significantly if learning process control mechanism is executed on mobile devices compared to the execution on traditional worksheets. Moreover, the groups using mobile devices support for executing the learning process control, the four symptoms of groupthink can be greatly reduced compared to the groups without any learning process control and learners could have better learning attitude and interactive level. Therefore, this study proved that groupthink can be reduced by having learning process control mechanism executed on mobile devices. Finally, some future research topics are proposed based on the research results.

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What modern game theorists describe as fictitious play is not the learning process George W. Brown defined in his 1951 paper. Brown's original version differs in a subtle detail, namely the order of belief updating. In this note we revive Brown's original fictitious play process and demonstrate that this seemingly innocent detail allows for an extremely simple and intuitive proof of convergence in an interesting and large class of games: nondegenerate ordinal potential games.

Background Active Learning using smartphone technology can be implemented as a tool for teaching medical students (MS) and residents (Rs). The use of technology would increase participation and enhance student learning by engaging them in solving ID clinical case scenarios. Our objective was to describe the methods used and to share the opinions of the users of such active learning methods. Methods The smartphone applications used were Socrative and WhatsApp. We used Socrative during the Universidad Peruana de Ciencias Aplicadas (UPC) ID course for MS in two different ways. In selected lectures (4 of 32), teacher paced questions were asked based on clinical scenarios related to the topic reviewed, and by voluntary homework questionnaires (student paced). At the British American Hospital (BAH) Medicine Department (MS and Rs) Socrative was used similarly: during some noon lectures (teacher paced questions) and during the baseline MS exam and Rs mid-year exam and voluntary homework questions (student paced). WhatsApp is currently used at the BAH with questions send from Monday to Friday. MS /Rs answer individually via WhatsApp to the mentor in charge. The right answer is given the next day. Questions using WhatsApp deal with recent cases seen at the Wards or in the outpatient clinic, and are designed so that the MS/Rs must do quick literature searches in order to provide the right answer. Results Forty-one MS/Rs answered the survey on Socrative use, 25 of 48 (52%) of UPC MS and 16 (89%) MS/Rs from the BAH. Forty (97%) believed using Socrative had influenced their learning and all but 2 believed it promoted participation from the class. 36 (87.8%) would like to have Socrative used in other lectures and 35 (85%) in other courses. Only one person voted against Socrative use in courses or lectures. With regards to WhatsApp use 16 MS/Rs from BAH answered the survey. Six had used before WhatsApp as a teaching tool. All felt the methodology was useful for learning and promoting reading and would recommend this methodology to promote learning on a student paced way. Conclusion Socrative and WhatsApp can be used for teaching ID through MS/Rs smartphones. Most MS/Rs who were surveyed recommended the use of such methods in their education.