Academic literature on the topic 'Electromagnetism Study and teaching (Higher) Case studies'
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Journal articles on the topic "Electromagnetism Study and teaching (Higher) Case studies"
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Gómez Calderón, María José. "EMI and the Teaching of Cultural Studies in Higher Education: A Study Case." Language Value 14, no. 2 (December 2, 2021): 87–113. http://dx.doi.org/10.6035/languagev.6130.
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This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.
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Berger, Maurits S. "Shifting Paradigms in Islamic Higher Education in Europe: The Case Study of Leiden University." Religions 12, no. 1 (January 18, 2021): 63. http://dx.doi.org/10.3390/rel12010063.
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Islamic higher education finds itself at the cross-roads of a variety of developments: it oscillates between the ‘teaching into’ approach of Theology and the ‘teaching about’ approach of Religious Studies, between the security-driven need for a ‘European Islam’ and a European Muslim-driven need for a high-quality education in ‘Islam in Europe’, between traditional one-way knowledge dissemination and innovative two-way knowledge sharing, and between Islam as defined and discussed by scholars and Islam as defined and discussed by the public. This myriad of dynamics is challenging and a source of tensions among all parties involved, in particular between lecturers and students. In this article, a qualitative self-study research based on personal experiences with various Islamic higher education programs at Leiden University will be used to reflect on the broader developments in Islamic higher education programs in Europe. It argues that thinking about Islamic higher education is not a process of finding solutions to problems but is a process of educational opportunities and innovation.
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Parpala, Anna, and Susanna Niinistö-Sivuranta. "Leading Teaching during a Pandemic in Higher Education—A Case Study in a Finnish University." Education Sciences 12, no. 3 (February 22, 2022): 147. http://dx.doi.org/10.3390/educsci12030147.
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Many studies have shown that the shift from contact teaching to fully online teaching has had many negative effects on teaching and learning during the COVID-19 pandemic. Although the pandemic has also had an effect on leading teaching in higher education institutions, there has not been much empirical research on leaders’ experiences during a pandemic. The present study brings out the voices of academic leaders themselves and how they experienced the pandemic in the light of leading teaching that is provided exclusively online. To examine the variety of degree programme directors’ experiences, open-ended questions were asked and analysed using content analysis. Seven dimensions of experiences were detected, and they represented negative, positive and neutral experiences. The present study shows that higher education leaders need more guidance, training and support to face crisis situations and develop their skills, especially to communicate effectively, but at the same time to do so collaboratively and in an informal way.
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Duarte, Fernanda P. "Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 52–67. http://dx.doi.org/10.53761/1.10.1.5.
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This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university. It is based on a qualitative study that explored their perceptions on what constitutes ‘good teaching’. Resonating with existing research on good teaching practice, the findings suggest that good teachers tend to embrace constructivist principles, and are committed to facilitating learning that is deep, engaged, experientially-based, empowering, reflective, and life-long. The real-life examples of good teaching practice provided by the participants are a valuable resource to higher education teachers, in particular those beginning their careers.
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TURLYBEKOV, B. D. "FEATURES OF USING THE CASE STUDY METHOD IN TEACHING A FOREIGN LANGUAGE IN HIGHER EDUCATIONAL INSTITUTIONS." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 131–42. http://dx.doi.org/10.47526/2022-2/2664-0686.11.
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The article deals with the use of the case study method that is considered to be one of the modern and actively used methods of interactive teaching of foreign languages in higher educational institutions.The case study method is a type of method that develops critical thinking and interpersonal communication skills. This method can be used to encourage students to use the scheelt language effectively. The authors believe that the case study method allows you to apply theoretical knowledge in practice. The article emphasizes that case studies require students to actively develop many skills. The authors believe that due to the fact that the types of case studies differ depending on the level of language skills of students, it is necessary to correctly choose the type of problem lesson according to the level of knowledge of the same group. For the purpose of a more communicative approach, much attention is paid to identifying the specifics of using cases in teaching a foreign language. Examples of the use of cases in the lessons for the formation of speech activity and speech skills are given. Case studies are considered a good motivation for students, as various case studies are aimed at the overall intellectual development and communicative potential of students and teachers. Case studies develop various practical skills, such as creative problem solving and decision-making.
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Penn, Paul. "Higher Education Psychology Teacher of the Year: Finalist Case Study 2021." Psychology Teaching Review 28, no. 1 (2022): 66–70. http://dx.doi.org/10.53841/bpsptr.2022.28.1.66.
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My work involves improving the communication and accessibility of evidence-based advice on studying to help students succeed in higher education. I am a first-generation student, educated (and now teaching) in an institution where widening participation in higher education to those from non-traditional and underrepresented backgrounds is central to its ethos. I passionately believe that all students should be able to prosper in their degree studies and that the provision of engaging and accessible advice on effective studying from psychology is key to this occurring. To this end, this case study is centred around three key objectives, each with their own specific pedagogical rationales and deliverables. These are outlined in the following section.
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Bankauskienė, Nijolė, and Ramunė Masaitytė. "Pedagogical Studies at Kaunas University of Technology: A Case Study." Vilnius University Open Series 3 (December 28, 2020): 100–109. http://dx.doi.org/10.15388/sre.2020.9.
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Recently, different opinions on teacher training in Lithuania have been increasingly heard during various meetings and conferences. This discussion was inspired by a number of challenges. Currently, the country is facing a considerable demographic problem: a declining number of pupils at schools, optimization of school network, and aging teaching staff. This reality has a direct impact on the training strategy of teachers. A current offer is to establish two teacher-training centres in Vilnius and Kaunas, and to connect the universities of Klaipeda and Siauliai to them. It has been noticed that more and more young people, who have graduated from higher education and want to work at schools, prefer one-year pedagogical studies, or even a double qualification degree instead of four years of full pedagogical studies. For this reason, there is an increasing interest in organizing pedagogical studies at Vilnius University and Kaunas University of Technology.
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Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.
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Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
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PETRE, Gianina. "TRAINING HIGHER EDUCATION STUDENTS FOR TEACHING IN VIRTUAL CLASSES. A CASE STUDY IN AN ASIAN CONTEXT." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 238–50. http://dx.doi.org/10.24250/jpe/2/2022/gp.
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During the COVID-19 pandemic, teachers from higher education faced challenges on how to adequately adjust their teaching from a face-to-face to an online format to train future teachers properly. The study aimed to illustrate participants' experiences regarding their training during virtual courses in an international Asian HE institution. The applied methodology was qualitative, with a case study as a research design, intending to understand participants' experiences and adjust the training model for virtual classes in a particular Asian context. The participants were MA and Ph.D. in education students enrolled in the Instructional Models class, delivered online. Data collection consisted of (a) a focus-group discussion (with five participants) lasting for one hour and a half; (b) document analysis (15 students' journals); (c) video records for five micro-teaching; (d) one study group that lasted for 60 minutes organized to reflect on the 14 micro-teaching lessons. After thematic coding of data, the results revealed participants' empowering experiences during training, with challenges and success in conducting micro-teachings for virtual classes. The participants recommended including more micro-teaching sessions to master the teaching strategies demonstrated and introducing basic training in using technology for those who did not have technological skills. With empowering but still challenging teaching experiences, for further studies, the recommendation is to apply the training model in an online context, for both pre-service and in-service teachers, from different levels of education.
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Connor, S., J. Farmer, J. Wylie, and A. Young. "Technology Transfer between Industry and Higher Education." Industry and Higher Education 5, no. 2 (June 1991): 97–104. http://dx.doi.org/10.1177/095042229100500207.
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This article is concerned with a technology transfer system – the Teaching Company Scheme – which has been operating for some years in the UK. The Scheme is intended to foster a two-way flow of advanced technology between higher education and industry. The authors report on a number of case studies of Teaching Company Programmes and draw conclusions about the effectiveness of the Scheme. A complimentary article on the Teaching Company Scheme was published in the March issue of Industry and Higher Education, focusing on the Scheme in the context of organizational learning (Christine Tiler and Michael Gibbons, ‘A case study of organizational learning: The UK Teaching Company Scheme’, Industry and Higher Education, Vol 5, No 1, 1991, pp 47–55).
Dissertations / Theses on the topic "Electromagnetism Study and teaching (Higher) Case studies"
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Chai, Wenyu, and 柴文玉. "General education in Chinese higher education: a case study of Fudan University." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899727.
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This study explores the role and meaning of general education in Chinese higher education in the face of ongoing social changes in China, using Fudan University (FU) as a case study. General education has been heatedly discussed and greatly promoted in Chinese higher education since the last decade of the 20th century. Since existing theories and conceptions of general education mainly focus on Western, especially American, higher education, there has been little exploration of the meaning and role of general education in China, which has very different sociopolitical and cultural traditions from those of many Western nations, especially in the context of economic globalization. Therefore, an exploration of the meaning and role of general education in Chinese higher education could help to provide either challenges or supplements to existing theories and conceptions of general education.
This study adopted the qualitative case study with FU as the case to explore the research problem. It used three data collection methods – document collection and review, interviews and observation – to gain an in-depth understanding of the development and tasks of general education at FU during periods of social transformation of China from 1905 to 2004, and during the latest reforms to general education at FU, between 2005 and 2012.
Data collected from historical documents identified that general education at FU had mainly assumed two persistent tasks during periods of social transformation of China between 1905 and 2004. The first task was to facilitate the transmission of core cultural values, as defined mainly by the leaders of the state in different periods, to help the state to preserve its national identity. The second task was to equip students with knowledge, capacities and values, mainly Western in origin, to facilitate the state’s economic modernization. Further analysis of documentary, interview and observation data also identified continuities in and changes to the sociopolitical/cultural and economic tasks of general education at FU between 2005 and 2012; specifically, that general education still transmitted state-promoted core cultural values and still equipped students with a wider range of knowledge and capacities, but the contents of those values and the nature of those knowledge and capacities had changed due to the further development of China’s market economy and the effects of economic globalization.
Based on these findings, this study proposed a concept to understand the meaning and role of general education at FU in the context of ongoing social changes in China. This thesis argues that, at FU, general education can be interpreted as a curricular instrument for nation-building that helps China promote its sociopolitical/cultural and economic tasks by facilitating (a) the inheritance of selected Chinese and non-Chinese cultural values, and (b) the equipment of students with a broader range of knowledge and capacities to cope with China’s changing economy. This study identified that, to facilitate China’s nation building ambitions, general education transmitted to students (a) Chinese and non-Chinese (particularly Western) cultural values, and (b) both traditional cultural values and contemporary cultural values prescribed by different national leaders (and/or scholars) in different historical periods. Further, this study identified two tensions in general education for nation-building: (a) the tension between traditional and contemporary Chinese cultures, and (b) the tension between selected Chinese and non-Chinese cultures. This study shows the ebb and flow of traditional Chinese cultural values in the sociopolitical/cultural task of general education, and how it has been shaped by China’s nation building since the early 20th century under the economic and military challenges of foreign nations. The concept of general education proposed by this study helps to explain the persistence of the economic and the sociopolitical/cultural task of general education at FU during the periods of social changes of China from 1905 to 2012. The study also identified that the economic task of general education mandated the import of elements of Western culture and values and therefore created tension with the Chinese cultural values transmitted in general education’s sociopolitical/cultural task.
The concept of general education proposed by this study has implications for existed theories and conceptions of general education (mainly Western in context) which do not show (a) the coexistence of and the tensions between traditional and contemporary national cultures in the tasks of general education, and (b) the coexistence of and tensions between the economic and sociopolitical/cultural tasks of general education. Further research is suggested into the complex relationships among and tensions between different cultures as general education facilitates nation-building.published_or_final_version
Education
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Doctor of Philosophy
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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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Groff, Marsha A. "Personality types, writing strategies and college basic writers : four case studies." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833469.
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College basic writers are often misunderstood. Much of the literature available on these writers depicts them as a large homogeneous group. Ignored is the diversity that exists within this population. According to George Jensen and John DiTiberio, personality type as measured by the Myers-Briggs Type Indicator (MBTI) is a neglected factor in most composition research that aids in ascertaining and appreciating the diversity and strengths of basic writers.Case study methodology was used to investigate whether a relationship existed between the personality types of thirty-four basic writers at Ball State University and the writing strategies they used. Triangulation of data provided a thick description of the students. Scores from pre- and post-good writing questionnaires and process instruments (process logs and self-evaluations), student journals, student writing, participant-observers fieldnotes, and the teacher-researcher's journal enriched and supplemented the MBTI results.Findings are presented in a group portrait and four case studies. The group portrait demonstrates that 1) most of the students were not highly apprehensive about writing; 2) they were a diverse group with fifteen of the sixteen MBTI personality types represented; and 3) they displayed a wide variety of writing strategies.The four case study subjects represent four of the sixteen MBTI personality types (ISTJ, ISFP, ESTJ, ENTP) each with a different dominant function. These students demonstrated that they were diverse in their attitudes about writing, degree of writing apprehension, their personality types, and their use of writing strategies. The case study subjects often used strategies that supported their personality preferences, were able to tap into previously unused strategies that coincided with those preferred preferences, or incorporated unpreferred processes into their composing strategies. While personality type apparently played a major role in the students' writing strategies, previous experiences, past writing instruction, successes and failures, and attitudes about "English" also affected them.Department of English
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Long, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.
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This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities affect the development of teacher autonomy? The study adopted many narrative forms of data collection instruments, including (auto)biographies, interviews, casual conversations, questionnaire, complemented by classroom observations, staff meeting observations, and documents, in order to understand teacher autonomy from the lived experiences of the four teacher participants throughout their careers and lives. By examining the concept of teacher autonomy through the lens of teacher identity, this study analyzed how four teacher participants exercised different degrees of autonomy at different stages of their teaching, research, and administrative roles. It provides a holistic picture of zigzagging pathways towards teacher autonomy across the whole course of their careers. It then discussed how the teachers’ autonomy was facilitated and constrained by contextual and individual factors across time. Based on the findings, this study proposes a conceptual framework to illustrate the close relationship between teacher identity and teacher autonomy, and this relationship’s dynamic and unstable nature across time and contexts. It also suggests there is an urgent need for teacher autonomy scholarship to broaden its scope by moving beyond language teaching and learning to more crucial aspects of language teachers’ daily work and to explore the development of teacher autonomy in a long-term process.
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Roos, Lyndsey. "The Cognitive Development of Expertise in an ESL Teacher: A Case Study." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2395.
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This case study investigated how an English as a Second Language (ESL) teacher's cognition has both changed and stayed constant over a period of eight years and the factors to which the teacher attributes changes or lack of changes. The study followed the teacher over the course of a 10-week period and compared videos of the participant's teaching from eight years ago to her current teaching. Interviews, observations, and stimulated recall were used to investigate development over the eight year span. It was found that the teacher did indicate several areas in which she demonstrated change: Teaching with fluidity, automaticity, and intuition; confidence; concerns; management of teaching enthusiasm and relationships with students; support and validation from colleagues; and managing the classroom for learning. She also confirmed several aspects of her teaching that have stayed relatively constant: beliefs and teaching philosophy; reflection; learning from past experiences; knowledge of lesson planning and curricular goals; and students' needs within the learning context. The teacher's development was analyzed through the lens of teacher expertise to determine to what degree the teacher's changes and lack of changes helped her develop into an expert. This study concludes that further research is needed to fully understand how teacher expertise is developed during the course of teachers' careers.
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Perez, Luis. "The Perspectives of Graduate Students with Visual Disabilities: A Heuristic Case Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4560.
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The concept of liminality describes the experiences of individuals who live "between and betwixt" as a result of their indeterminate status in society. This concept seems appropriate to describe the experiences of people who live with vision loss, because we simultaneously belong to two social or cultural groups. On the one hand we must navigate the mainstream society in which we live day to day, which we are often able to do with the vision we have left. On the other hand, our disability sets us apart from that mainstream society. This idea of living in "between and betwixt" the worlds of the blind and the sighted was the personal challenge that motivated me to pursue this autobiographic research through a heuristic framework. With heuristic research, the researcher is involved in the study as a first participant or co-researcher.
The purpose of this heuristic research study was to describe and explain the graduate school experiences of a selected group of graduate students who have visual disabilities in order to help me better understand my own experiences and identity as a graduate student with a visual disability. My exploratory questions that guided this study were:
1. How do I, as a student with a visual disability, perceive and describe my social and academic experiences in graduate school?
2. How do other graduate students who have visual disabilities perceive and describe their social and academic experiences in graduate school?
3. What barriers and challenges do we as graduate students with visual disabilities encounter in graduate school?
4. What factors empower us as students with visual disabilities to achieve success in graduate school?
Employing heuristic research methods, I conducted responsive interviews with three purposefully selected co-researchers who also provided related documents for my review. Alternating periods of immersion and incubation, I examined the data in order to develop an individual depiction for each co-researcher, a group depiction, a detailed portrait of one of the co-researchers, and a creative synthesis that expressed my emerging self-understanding through an artistic approach. This creative synthesis captures my improved appreciation for my liminal status as something to be celebrated rather than overcome.
Analysis of the data yielded a number of common barriers or challenges faced by the co-researchers. These included a continuing lack of accessibility for both instructional materials and online content management systems, as well as feelings of social isolation, especially in relation to their non-disabled peers. To overcome these challenges, the co-researchers relied on the supportive relationships of their family members, their major professors and other staff within their departments. The co-researchers' personal characteristics of perseverance, resilience and resourcefulness also played a key role in their success, as did their ability to reframe their disabilities into a positive aspect of their lives. This reframing of their disabilities, along with their personal strengths, allowed the co-researchers to emerge as powerful advocates for themselves over the course of their graduate studies.
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Jaworska, Sylwia. "Teaching and learning German language and culture in higher education in Britain : problems, challenges and didactical implications: a case study." Thesis, Aston University, 2007. http://publications.aston.ac.uk/10913/.
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The aim of this thesis is to explore key aspects and problems of the institutionalised teaching and learning of German language and culture in the context of German Studies in British Higher Education (HE). This investigation focuses on teaching and learning experiences in one department of German Studies in the UK, which is the micro-context of the present study, in order to provide an in-depth insight into real-life problems, strengths and weaknesses as they occur in the practice of teaching and learning German. Following Lamb (2004) and Holliday (1994), the present study acts on the assumption that each micro-context does not exist in vacuo but is always embedded in a wider socio-political and education environment, namely the macro-context, which largely determines how and what is taught. The macro-analysis of the present study surveys the socio-political developments that have recently affected the sector of modern languages and specifically the discipline of German Studies in the UK. It demonstrates the impact they have had on teaching and learning German at the undergraduate level in Britain. This context is interesting inasmuch as the situation in Britain is to a large extent a paradigmatic example of the developments in German Studies in English-speaking countries. Subsequently, the present study explores learning experiences of a group of thirty-five first year students. It focuses on their previous experiences in learning German, exposure to the target language, motivation, learning strategies and difficulties encountered, when learning German at the tertiary level. Then, on the basis of interviews with five lecturers of German, teaching experience in the context under study is explored, problems and successful teaching strategies discussed.
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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.
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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.Department of English
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Phipps, Owen Dudley. "The use of a database to improve higher order thinking skills in secondary school biology: a case study." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003696.
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The knowledge explosion of the last decade has left education in schools far behind. The emphasis in schools must change if they are to prepare students for their future lives. Tertiary institutions as well as commerce and industry need people who have well-developed cognitive skills. A further requirement is that the school leaver must have skills pertaining to information processing. The skills that are required are those which have been labelled higher order thinking skills. The work of Piaget, Thomas and Bloom have led to a better understanding of what these skills actually are. Resnick sees these skills as being: nonalgorithmic; complex; yielding multiple solutions; involving nuanced judgements; involving the application of multiple criteria; involving uncertainty; involving self-regulation of the thinking process; imposing meaning and being effortful. How these can be taught and the implication of doing so are considered by the researcher. The outcome of this consideration is that higher order - thinking entails communication skills, reasoning, problem solving and self management. The study takes the form of an investigation of a particular case: whether a Biology field trip could be used as a source of information, which could be handled by a computer, so that higher order thinking skills could be acquired by students. Students were instructed in the use of a Database Management System called PARADOX. The students then went on an excursion to a Rocky Shore habitat to collect data about the biotic and abiotic factors pertaining to that ecosystem. The students worked in groups sorting data and entering it into the database. Once all the data had been entered the students developed hypotheses and queried the database to obtain evidence to substantiate or disprove their hypotheses. Whilst this was in progress the researcher obtained data by means of observational field notes, tape recordings, evoked documents and interviews. The qualitative data was then arranged into classes to see if it showed that the students were using any of the higher order thinking skills. The results showed that the students did use the listed higher order thinking skills whilst working on the database.
Books on the topic "Electromagnetism Study and teaching (Higher) Case studies"
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Mercury meets Minerva: Business studies and higher education : the Swedish case. Oxford: Pergamon Press, 1992.
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1958-, Friedberg Solomon, and Conference Board of the Mathematical Sciences., eds. Teaching mathematics in colleges and universities: Case studies for today's classroom. Providence, RI: American Mathematical Society, 2001.
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Michael, Harker, ed. Marketing trends in Australasia: Essays and case studies. South Yarra, [VIC]: Macmillan Publishers Australia, 1999.
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1950-, Crosling Glenda M., and Webb Graham 1950-, eds. Supporting student learning: Case studies, experience & practice from higher education. London: Kogan Page, 2002.
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J, Elder Randal, and Arens Alvin A, eds. Integrated audit practice case. 6th ed. Okemos, MI: Armond Dalton Publishers, 2014.
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Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.
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1954-, Kinkead Joyce A., and Harris Jeanette 1936-, eds. Writing centers in context: Twelve case studies. Urbana, Ill: National Council of Teachers of English, 1993.
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University of Rochester. Warner School of Education and University of Rochester. Warner Center, eds. Case studies in higher education leadership and management: An instructional tool. Rochester, NY?]: [University of Rochester?], 2010.
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Argondizzo, Carmen. Language learning through language use: An overview of case studies. Soveria Mannelli (Catanzaro): Rubbettino, 2004.
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Maisch, Gonzalo Portocarrero. Enseñanza de sociología en el Perú: Un estudio de casos. Lima, Perú: Consorcio de Investigación Económica y Social, 2001.
Find full textBook chapters on the topic "Electromagnetism Study and teaching (Higher) Case studies"
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Reimers, Fernando M., and Francisco Marmolejo. "Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?" In Knowledge Studies in Higher Education, 333–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_22.
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AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools
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Reimers, Fernando M., and Francisco Marmolejo. "Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic?" In Knowledge Studies in Higher Education, 333–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_22.
Full textAbstract:
AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools
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Morley, Dawn A., Tracey Gleeson, Kerstin Mey, Anne Warren-Perkinson, Tracey Bourne, Amy E. King, Linda Cooper, and Duncan Reavey. "Working and Learning Through the Local Community: Four Case Studies from Higher Education That Promote Civic Engagement." In Applied Pedagogies for Higher Education, 91–106. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_5.
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Abstract This chapter acts as a companion to Chapter 10.1007/978-3-030-46951-1_4 which discusses the rise of the civic engagement movement in higher education and the mutual benefits of connecting universities with their local communities. The case studies, taken from three universities in the UK and Ireland, illuminate different aspects of civic engagement with international students, through sport and health initiatives and as an extension of a teaching degree. Each case study demonstrates best practice recognised by their sustainability, growing reputation and ongoing positive impact on students’ alternative real world learning experiences.
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Molina, Arturo, Beatriz Villegas, César Pavel Ochoa, and Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education." In Knowledge Studies in Higher Education, 149–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.
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AbstractToday, new teaching-learning models, methods, and programs are emerging to guarantee academic continuity in response to the current situation caused by the global health emergency (Covid-19). This work presents how the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico was designed and implemented during this emergency in this institution. This work also addresses the relevant role that technology has taken during this situation, and the concept of Education 4.0 is offered as a framework to model the presented study. Finally, two case studies that were applied at the secondary education level are presented as an example of how higher education is supporting academic continuity at the secondary level.
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Molina, Arturo, Beatriz Villegas, César Pavel Ochoa, and Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education." In Knowledge Studies in Higher Education, 149–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.
Full textAbstract:
AbstractToday, new teaching-learning models, methods, and programs are emerging to guarantee academic continuity in response to the current situation caused by the global health emergency (Covid-19). This work presents how the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico was designed and implemented during this emergency in this institution. This work also addresses the relevant role that technology has taken during this situation, and the concept of Education 4.0 is offered as a framework to model the presented study. Finally, two case studies that were applied at the secondary education level are presented as an example of how higher education is supporting academic continuity at the secondary level.
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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.
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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
Full textAbstract:
AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Frison, Daniela. "The Design of Work-Related Teaching & Learning Methods: Case Studies and Methodological Recommendations." In Employability & Competences, 37–48. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.10.
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What kind of Work-Related activities/programmes do Italian teachers propose to their students? What are common elements considered in the designing of Work-Related activities by those proposing them? A multiple case study research programme was chosen as a method to explore the current Italian situation regarding Work-Related teaching and learning methods in Higher Education (Coll et al. 2008; Dirkx 2011) and to define some possible methodological recommendations to encourage the design of Work-Related Learning activities/programmes
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Orr, Lynne, and Linda Weekley. "Teaching With Case Studies in Higher Education." In Case Study Methodology in Higher Education, 180–208. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch009.
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Case-based instruction is one method of active learning that has proven to be beneficial in many educational settings. This chapter will provide a background in the use of case-based instruction in various settings across higher education, discussing the benefits and the limitations. Instruction on how to write case studies, how to introduce the use of this instructional method to students, and how to implement case-based instruction with excellence will be offered. Every educational setting has a slightly different set of expectations and parameters. The information contained in this chapter will include how to write and implement case studies in higher education. Information concerning the medical fields, business education, and teacher preparation courses will be included.
Conference papers on the topic "Electromagnetism Study and teaching (Higher) Case studies"
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Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.
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Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.
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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.
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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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Mochalina, Ekaterina Pavlovna, Galina Vladimirovna Ivankova, and Oleg Veniaminovicha Tatarnikov. "Advanced teaching module for the course "Theory of Probability and Statistics" based on a recurrent test system with an incremental level of complexity and dynamical case studies." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8041.
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This paper presents an innovative approach to teaching the discipline ‘Theory of probability and statistics ‘, which based on recurrent test system with an incremental level of complexity and on a dynamic block of case studies generated by information received online (by using Thomson-Reuters informational terminals). The model of the so-called "recurrent testing" allows to increase significantly the student's knowledge level. The idea is to build such a system of successive tests, which takes into account at each subsequent step the results of the previous one, thereby each time modifying the task to the level of the tested and gradually increasing its level of knowledge, and, consequently, the quality of learning as a whole. It is important that, regardless of the starting point the recurrent testing system converges quickly to the trainee's knowledge level. The method is also described by the case study 'Modeling of the stages of development of the company based on real data'. The adequacy of conclusions obtained with this approach have been shown, that is an additional advantage of the proposed model of learning.
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Kushnazarov, Mansurbek, Crystal Jing Luo, and Nicole Kwan Yee Lai. "The effect of an online active learning-based course on approaches to teaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13050.
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The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.
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Granados, C., V. Tena, JA Tame, and C. Mendiola. "DEVELOPMENT OF CASE STUDIES TO IMPROVE ATTITUDINAL ENTREPRENEURSHIP COMPETENCIES: AN EXPERIMENTAL STUDY WITH STUDENTS FROM TEC DE MONTERREY." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7150.
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The way in which entrepreneurship is taught has a high impact on students' entrepreneurial capacity. In this sense, there have been several studies that analyze the impact that different forms of teaching have on the development of entrepreneurship skills. Different research indicates, in a general sense, that the more education concerning entrepreneurship, the more entrepreneurship skills are developed. Other studies report that students that were involved in a more practical and reflective educational model, reported greater intentions of undertaking an entrepreneurial experience. However, none of these studies use the development of “case studies” as a means of developing entrepreneurship skills. In this sense, this research project proposes an experimental study, with a control group of 30 students and three intervention groups of 90 students (from fifth semester forward), in order to measure the impact that the development of real entrepreneurs case studies (either of success or failure) had on students. All of this, in order to improve the attitudinal competencies of: (i) problem analysis mentality before proposing early solutions, ii) mentality of testing low-cost solutions before investing, and (iii) data-driven decision-making mentality rather than intuition. Results suggest that there were noticeable improvements in the soft skills learned by the students. There was a percentage change in the results of the intervention groups in comparison with the control group (even when the control group also registered improvements). Further studies may test this intervention in different settings or measure other soft/hard skills using the same intervention. Keywords: educational innovation, higher education, entrepreneurship, competencies, experiential learning, case studies
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Lu, Lu, and Hsien-Hui Tang. "A Study for the Impact of Value Co-creation on Course Performance in Higher Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002419.
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Value co-creation has become an increasingly important issue in higher education. Existing studies point out that value co-creation has many effects on students and teaching, but there are few studies on the effects of value co-creation on students’ course performance. Whether the degree of instructional value co-creation is reflected in student performance is the main issue of this study. Thus, with the course Digital Publication Design as the case study, this study uses a one-way analysis of variance (ANOVA) with a sample of 33 students to investigate the relationship between value co-creation and students’ course performance in higher education. The results indicate that the degree of value co-creation in the course does not positively affect the course grade, which may be related to the inadequacy of existing scoring mechanisms and the degree of student motivation to engage in co-creation. The paper concludes with further discussions of modifications to the experimental study to and for subsequent use of co-creation in higher education.
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Bawane, Jyoti, and Dhaneswar Harichandan. "Learners’ Adoption of MOOCs Prior and During Covid-19 Pandemic: A Case Study on Building Resilience in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2771.
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The COVID-19 pandemic has elevated the need for ‘building resilience’ to be a core part of the planning and management of future education systems. Resilience primarily implies the capacity to adapt and adjust to new environmental conditions subject to retaining the basic tenets and identity of the educational system. While the pandemic has caused severe disruption across the higher education sector, it also changed the complete outlook on teaching and learning in higher educational institutions. In general, adoption of E-learning platforms surged during this crisis period and MOOCs, in particular, were increasingly encouraged and offered by institutions for continuing education. Studies have shown that learners enrolled in MOOC courses for many different reasons (Crues et al, 2018). One such indicated that self-regulation was seen as the most significant predictor of MOOC adoption and female learners showed a high inclination to adopt them (Ma & Lee, 2019). Among Indian students, building skill-sets was seen as one of the key factors of intention to adopt MOOCs (Mohan et al, 2020). However, it is significant to study why learners adopted MOOCs, especially during the pandemic since this can serve as an ideal case for studying and gaining insights on resilience built against an emergency situation. This paper has been visualized against this background to investigate and compare how MOOCs were adopted by higher education learners, prior to and during the pandemic period. The case study is based on a selected MOOC wherein an attempt would be made to study learner orientations and adoptions to MOOCs in normal and pandemic settings and to assess if there has been any difference in their access, with a special focus on girls and marginalized communities. It is important to understand the learner characteristics, reasons why they enrolled and learner practices from the two selected situations. The parameters chosen to examine the learners are; demographic profile; MOOC experience, access to the course, perceived usefulness, self-learning strategies, learning preferences, purpose and motivation. Empirical analysis of both qualitative and quantitative data would be adopted to interpret the data. The study findings would have implications while investing and building disaster resilience in higher educational institutions and creating a robust and quality infrastructural governance for MOOCs.
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Onyewuchi, Francis A., Michael A. Adewusi, Peter Okebukola, Tokunbo Odekeye, Olasunkanmi Gbeleyi, and Fred Awaah. "Breaking the Backbone of Difficult Concepts in the New Secondary School Physics Curriculum in Africa." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n3p7.
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The new senior secondary school physics curriculum for Anglophone West African countries came into use in 2015. Since the beginning of its implementation, even though, the performance of the candidates has not been high, yet reported empirical studies on the difficulty level of the content, and specifically the topics or concepts have been scant. Moreover, there have never been any published studies which conducted an in-depth probe into the aspects of the topics students find difficult in physics and science in general, beyond mere cataloguing of such topics, nor have there been any, in which students were qualitatively engaged in making inputs towards the amelioration of the topic difficulty. This is a huge gap in literature which this study determined to fill. The effort is significant to the extent that understanding the areas of difficulties of the topics as perceived by the students is good pointer towards remedy by teachers and stakeholders. The study therefore undertook five missions: (a) to find out the topics in the new physics curriculum that secondary school students find difficult (b) undertake in-depth probe of the specific aspects of the topics for which students have learning difficulty. (c) probe the possible causes of or factors responsible for these difficulties (d) determine if school location, school ownership and students’ gender have impacts on students’ perception of physics topics difficulty; and (e) deriving from students’ views, suggest how physics can be made easy to learn. A sample of 1,105 students was drawn from 21 secondary schools in Nigeria and Ghana. These schools comprised 12 private and nine public schools randomly selected from rural and urban areas. 75% of the schools were urban while about 25% were rural. Randomly selected 10 students and five teachers were interviewed for qualitative data, while all the participants were involved in responding to the questionnaire. From data gathered, five top most difficult topics were refractive index, electromagnetism, radioactivity, curved lenses and sound: production, propagation and modulation. Rich qualitative data unique for this study, was reported. There was marked difference between urban and rural, private and public, but not in gender. Recommendations were made for better teaching and meaningful learning. Keywords: Backbone of difficult topics; meaningful learning of physics
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Egorova, Maia, and Tamara Ruiz. "STUDENTS’ MOTIVATION AT DIFFERENT PHASES OF GETTING HIGHER EDUCATION (THE CASE OF RUSSIA)." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/13.
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"The problem of motivation is one of the most important in determining the driving mechanisms that force a person to learn, work, master something new. Motivation to work is one of the key elements of challenging yourself on the way to self-development. Motivation has deep psychological and moral roots and is a complex multifaceted phenomenon that often defies logical comprehension. In addition, it is an ephemeral, elusive thing; it is not a permanent feature of a person in one or another area of his activity. Accordingly, it is the problem of origin, retention, and in a good scenario of strengthening the motivation that is in one of the first place among the tasks that modern teachers face. Rapid scientific and technological development and progress in various fields of knowledge, new scientific and technical discoveries and the need for new high-tech developments require specialists with a high level of education and high-quality professional training. This applies not only to scientific and technical spheres, but also to natural-applied and humanitarian areas. All this makes higher education today a prestigious and extremely attractive goal for most young people, making young people use their studies at a university as a social lift for further personal development and career development. At the same time, a situation is observed when entering universities, many young people are faced with a serious problem of lack of motivation to learn, or they are demotivated in the learning process, which often leads to a very low level of quality of their studies, and sometimes makes them interrupt study for academic leave or give it up completely. Pedagogical science has accumulated a wealth of experience in studying this problem, however, the modern challenges of a changing world require pedagogy to constantly monitor changes and search for new approaches to solving the problems that students have in the course of obtaining higher education. The authors study this problem, taking as an example Russia, which is a country at the crossroads of Europe and Asia, where features of European and Eastern culture are combined in people. The authors approached the issue from several important angles. The article analyzes the socio-economic and political characteristics that affect the motivation for learning among young people. Particular attention is paid to the state of the current Russian society, spiritual and moral guidelines of young people, their goals and views on life and their own future. The authors emphasize the importance of family, religion and spiritual and moral development in the issue of motivation to work and study. The authors come to the conclusion that the problem of lack of motivation is based on a combination of reasons, but its root is primarily in the family upbringing of the student, as well as in his moral component and emotional and psychological maturity of the individual. The article provides an overview and some of the changes in student motivation associated with the COVID-19 pandemic and online learning. It is important to note that in the course of their research, the authors relied on their many years of experience in teaching at higher educational institutions in Russia."
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Hernandez-Carrión, Jose Rodolfo, and Ivona Vrdoljak Raguž. "Learning outcomes in the field of human resource management in business administration studies in the context of implementation of European Qualifications Framework (EQF) - examples from University of Valencia, Spain, and University of Dubrovnik, Croatia." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8256.
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The study carried out in this paper involves the analysis of the content of the competencies in the field of human resource management in order to adquire the key competences of the students that will be alligned with the needs of the labor market according to the European Qualifications Framework (EQF). The method of comparative analysis and case study methodology is used in the paper. This research compares teaching courses that include the acquisition of competences in the field of human resource management in business administration studies, one of the key areas of contemporary management, with examples from the Departament of Economics and Business Economics of the University of Dubrovnik (Croatia) and the Faculty of Economics of the University of Valencia (Spain). The study may be a contribution to better alignement and compatibility between study programs of economics and management in the countries and beyond. In order to get answers to the research questions, the paper analyzes the learning outcomes of the two observed universities.
Reports on the topic "Electromagnetism Study and teaching (Higher) Case studies"
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Full textAbstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.