Overview: The “Case Method” originated at Harvard Law School in the 1870s. It is an instructional approach that uses real-world scenarios to guide student thinking and discussion. The teacher presents a real or adapted case for students to analyze, propose solutions, and debate perspectives, therefore making abstract theory vivid and tangible, and far easier to connect with everyday life or future professional settings.

Overview: “Problem-Based Learning (PBL)” originated in the mid-1960s at McMaster University’s medical school in Canada. It is a learning approach that starts with a “problem.” Rather than providing standard answers upfront, the teacher first presents a situational problem that requires thought and exploration, prompting students to gather information, discuss, reason, and ultimately propose the most viable solution as a group.

Overview: The “Group Discussion” instructional approach emerged in the early 20th century, influenced by educators such as John Dewey, who advocated for learners to take on an active role as inquirers. This method has students work in small groups, deepening their understanding of course content through mutual exchange, sharing, and debate. It not only promotes critical thinking and communication skills but also stimulates diverse perspectives, transforming learning from a one-way process of absorption into a dynamic collision of ideas.

Overview: “Inquiry-Based Learning” has its intellectual roots in the ideas of 18th-century French educator Jean-Jacques Rousseau and was further developed in the early 20th century by American educator John Dewey. This method encourages students to actively identify problems, formulate hypotheses, gather data, and conduct analysis, thereby cultivating critical thinking and independent learning throughout the process.

Overview: “Questioning” is an approach that uses questions to drive learning. Rather than delivering all knowledge at once, the teacher poses carefully designed questions that guide students to observe, think, reason, and exchange perspectives with one another. In essence, questions become the “fuel” of the classroom, allowing students to internalize knowledge through the process of responding, probing further, and reflecting.

Overview: “Lecturing” is the most classic and widely used instructional approach, in which the teacher systematically conveys knowledge, concepts, and context through oral explanation. With clear organization, appropriate examples, and well-paced delivery, this method can effectively help students quickly grasp core concepts. It is especially suitable for courses that require establishing theoretical backgrounds, building structured knowledge, or conveying large amounts of information.

Overview: “AI Teaching Tools” refers to digital tools that use artificial intelligence to assist faculty with course material creation, learning analytics, real-time feedback, and instructional support, including automated quizzes, learning progress analysis, language assistance, and assignment feedback.

Overview: To support faculty in implementing “flipped teaching,” the university provides digital resources and platforms for the “pre-class self-study, in-class interaction” model. Faculty can leverage the university’s “Digital Learning Media Repository” or draw on content from the “NCCU DKB” to complete pre-class learning designs efficiently.

The “Moodle E-Learning Platform” is a digital teaching platform maintained by the university for faculty and student use. It helps faculty integrate course materials, assignments, assessments, and discussion activities to create a structured digital learning environment, supporting both in-person courses and distance teaching.

Overview: “Campus-Authorized Software” refers to legally licensed software tools collectively purchased by the university and made available to all faculty, staff, and students for teaching, research, and administrative use, allowing users to access professional tools without additional licensing costs.