Article:
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B. Heim, T. Riesdorf & F. Rupp (2017): Significant Enhancement in Higher Education: GUtech's Teaching
Approach, OQNHE Conference 2017, Muscat, 21-22 March 2017, Quality Management & Enhancement in
Higher Education, 9 pages.


Abstract:
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The art of teaching freshmen students is undergoing a rapid paradigm change. Classical forms of
teaching are not applicable any more and an unmanageable offer of new multi-media tools and
concepts is glutting the market. In view of these challenges, we implemented a new teaching concept
best described as Kaizen learning. By Kaizen learning, we define a teaching philosophy that is based
on a concise mix of short learning units (with feedback loops and tests) and of carefully chosen
repetitions (also with feedback loops and tests) to calibrate a course for the students. In that
respect Kaizen teaching is the continuous guidance and reinforcement by the lecturer of the students
Kolb learning cycle. Here, this intensive blended, student-centred learning paradigm is analysed
together with its direct impact on the students’ performance. This case study leads to easy to
implement key drivers for successfully teaching science in Oman that emphasize the effectiveness of
Kaizen teaching and once again show the necessity of continuous learning. Besides explaining and
opening up the drivers of Kaizen-learning for discussions we will provide tangible examples on how
one can incorporate best practice elements easily into ones own lectures and thus continue to ensure
excellent quality in teaching. The methods leads to an attendance rate above 85% and a significant
step by step performance improvement, cf. [4], [5].

[4] J. Gallenkämper, B. Heim, J. Kreuzer, F. Rupp, P. v. Stockhausen & N. Viet. Kaizen Teaching
    and the Learning Habits of Engineering Students in a Freshman Mathematics Course, Central
    European Journal of Operations Research, Article first published online: 02 SEP 2015.
    DOI 10.1007/s10100-015-0416-5

[5] B. Heim, F. Rupp, N. Viet, P. v. Stockhausen, J. Gallenkämper & J. Kreuzer. Driving
    Student-Centred Calculus: Results of a Comprehensive Case Study for Teaching in the Sultanate
    of Oman, International Journal of Mathematical Education in Science and Technology, 46 (3),
    2015, pp. 354 – 369. DOI 10.1080/0020739X.2014.979897