Journal articles on the topic 'Electromagnetism Study and teaching (Higher) Case studies'
To see the other types of publications on this topic, follow the link: Electromagnetism Study and teaching (Higher) Case studies.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Electromagnetism Study and teaching (Higher) Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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).
11
özdemir, murat. "The Subject of Turkish Higher Education Research: The Case of Faculty Members." Journal of Higher Education and Science 11, no. 3 (December 31, 2021): 545–58. http://dx.doi.org/10.5961/jhes.2021.474.
Full textAbstract:
The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive. Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages was among the recommendations of the paper
12
Le, Thi Thuy An, Thi Anh Mai Nguyen, Thi Tam Bui, Thi Diu Luu, and Thi Kieu Loan Dinh. "Applying Mind Map in Teaching History in Primary Schools – Case Study of Dak Lak Province, Vietnam." Journal of Nonformal Education 7, no. 1 (February 28, 2021): 119–26. http://dx.doi.org/10.15294/jne.v7i1.29278.
Full textAbstract:
This article discusses the role and meaning of the application mind map in teaching history in primary schools in Vietnam. In doing so, this paper studies requirements, designing process and then proposes satisfactory methods to apply mind map in teaching history suitably in Vietnamese education environment. By doing so, the research partly improves the quality and effectiveness of historical lessons in primary schools (class 4 and 5) in to obtain a higher aim of developing students’ abilities. In this paper, the author applies mixed researching methods including analyzing data, pedagogical viewing, surveying, and pedagogical experiment and then evaluating educational experience. The research’s results support previous studies about the role and effectiveness of using mind map in teaching in general and in teaching history in particular. The author also suggests that in to promote the success of mind map in education, teachers need to mix several teaching methods and technics.
13
del Castillo, Ángel. "TEACHING CASE. GAMIFICATION IN HIGHER EDUCATION: TURNING TRAINING IN FACE-TO-FACE AND ONLINE STUDIES." Journal of Management and Business Education 5, no. 3 (August 10, 2022): 282–96. http://dx.doi.org/10.35564/jmbe.2022.0017.
Full textAbstract:
The profile of university students has changed in recent years. The use of the Internet and social networks has fostered immediacy in everyday life. Added to this is the fact that in recent years the number of students known as “sisi” generation has increased, that is, students who study and work at the same time. For this student profile, not only is a master class enough, but, given the effort they make to be able to train -in person or online (e-learning)- we must, at least, take into account different techniques or tools that can help encourage participation, motivate students and facilitate the acquisition and assimilation of the knowledge exposed in the training sessions. In this line, we present a teaching case in which gamification tools applicable to education were used in order to report an experience that makes the use of this type of programs or gamification techniques to be valued and taken as a reference when teaching. in a context of higher education both in the face-to-face environment and in the online environment. In the present study, the experience of applying gamification tools or techniques, both in face-to-face studies and in online studies, has been satisfactory for the students and, as they indicate, has helped them in their learning. In line with other authors, our didactic case corroborates the results of the improvement in the understanding and learning of students in higher education.
14
Bardasuc, Leila, Jose Luis Martinez Rubio, Nicusor Marcel Udrea, and Monica Delia Domnica. "EFFECTIVENESS OF TEACHING METHODS USED IN HIGHER EDUCATION: A CASE STUDY OF EUROPEAN UNIVERSITY OF MADRID, SPAIN." Problems of Education in the 21st Century 67, no. 1 (October 25, 2015): 17–28. http://dx.doi.org/10.33225/pec/15.67.17.
Full textAbstract:
The purpose of this research was to determine the effectiveness of various teaching methods used in higher education and the perception of the students regarding these methods. In order to determine the possible ways to obtain strategic advantages and benefit from the strengths, the university has to know what drives foreign students in choosing a certain study program, even if it is outside their country of origin. At the same time, knowing the disadvantages that prevent them from doing so, helps the university include ways to correct the weaknesses or to offer solutions to them. The students, participating in this research, are enrolled at the European University in Madrid, from different study programs and degrees (license, master and doctoral programs) and were asked to answer a questionnaire about the use of teaching methods, about their perceptions upon effective teaching and the reasons that have determined them to choose to follow a study program. The results were in favor of a higher use of projects, group activities and case studies during classes and seminars at the European University of Madrid and of using new technologies in the educational system (e-learning, simulations, use of intranet, and activities in laboratories). As a primer characteristic searched for when choosing a study program, the students mentioned practice, mainly for developing abilities useful for applying for a job as soon as possible. It is, therefore, important to analyze the teaching methods and this research helps us understand how students see the teaching process and which are the methods that help them to better understand and to be more active during classes. Key words: creativity development, innovative teaching, practical activities, teaching methods.
15
Casotti, Giovanni, John T. Beneski, and Maureen T. Knabb. "Teaching physiology online: successful use of case studies in a graduate course." Advances in Physiology Education 37, no. 1 (March 2013): 65–69. http://dx.doi.org/10.1152/advan.00159.2012.
Full textAbstract:
To address the need for greater flexibility in access to higher education, an online graduate course in physiology using case studies was developed and offered in summer 2012. Topics in both animal and human physiology were organized as modules that contained a case study with questions, a prerecorded online lecture, and three research journal articles. We followed best practices for teaching and learning in distance education, including the preparation of materials before the course starting date, a discussion board for responding to pre- and postcase discussion questions, and prompt reply to student queries. For exams, students generated their own questions based on new cases and developed their own case study for the final project. Although only 20% of students had previously taken an online course, all students stated that they would recommend this course to others. Postcase assessment indicated that students found the cases interesting, informative, and presented at the appropriate level. Most students said that the online course took them more time but that they learned more content and used the primary literature more than in a traditional class. Our results indicate that a well-organized physiology course using a case study format is a very effective model for online learning.
16
Wigham, Ciara R., and Müge Satar. "Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study." ReCALL 33, no. 3 (April 26, 2021): 195–213. http://dx.doi.org/10.1017/s0958344021000070.
Full textAbstract:
AbstractOnline language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.
17
Sheen, Mercedes, Maryam A. AlJassmi, and Timothy R. Jordan. "Teaching About Psychological Disorders." Teaching of Psychology 44, no. 1 (November 24, 2016): 74–77. http://dx.doi.org/10.1177/0098628316679971.
Full textAbstract:
This study compares the traditional use of case studies against the novel use of discussion boards to teach naive students in the United Arab Emirates about anxiety disorders. Sixty-six female students from an abnormal psychology class were randomly assigned to either the case study condition (CSC) or the discussion board condition (DBC). Students read about anxiety disorders and at the end of the class rated their experience based on four learning outcomes. In each instance, students in the DBC rated their learning outcomes significantly higher than students in the CSC. This suggests that incorporating discussion boards as a pedagogical tool can add a new dimension for engaging student interest, fostering knowledge development, and increasing empathy.
18
Abdelaziz, Hamdy A. "Pedagogical and Technological Age: Is it Sufficient to Change Teaching Style among Faculty Members? (A Case Study)." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 138–59. http://dx.doi.org/10.53543/jeps.vol9iss1pp138-159.
Full textAbstract:
The aim of this study was to explore the technological and pedagogical practices that are adopted by faculty members at the college of graduate studies, Arabian Gulf University; and to determine the impact of these practices and other determinants on changing or improving teaching style. To achieve this purpose, the researcher developed an instrument to determine the common teaching style and technological and pedagogical knowledge among a sample of 29 full-time faculty members. The instrument was developed based on the Technological and Pedagogical Content Knowledge (TPCK) model and the Staffordshire Evaluation of Teaching Styles (SETS). The results showed that faculty members at the college of the graduate studies have equal pedagogical and technological awareness. They also tend to prefer the all-round flexible and adaptable teaching style, and student-centered sensitive teaching style, but their technological practices do not reflect these styles. Based on these findings, a set of strategic educational recommendations are mentioned to increase the probability of adopting and applying technological and pedagogical change in higher education institutions.
19
Abdelaziz, Hamdy A. "Pedagogical and Technological Age: Is it Sufficient to Change Teaching Style among Faculty Members? (A Case Study)." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 138. http://dx.doi.org/10.24200/jeps.vol9iss1pp138-159.
Full textAbstract:
The aim of this study was to explore the technological and pedagogical practices that are adopted by faculty members at the college of graduate studies, Arabian Gulf University; and to determine the impact of these practices and other determinants on changing or improving teaching style. To achieve this purpose, the researcher developed an instrument to determine the common teaching style and technological and pedagogical knowledge among a sample of 29 full-time faculty members. The instrument was developed based on the Technological and Pedagogical Content Knowledge (TPCK) model and the Staffordshire Evaluation of Teaching Styles (SETS). The results showed that faculty members at the college of the graduate studies have equal pedagogical and technological awareness. They also tend to prefer the all-round flexible and adaptable teaching style, and student-centered sensitive teaching style, but their technological practices do not reflect these styles. Based on these findings, a set of strategic educational recommendations are mentioned to increase the probability of adopting and applying technological and pedagogical change in higher education institutions.
20
Karjalainen, Asko, and Säde-Pirkko Nissilä*. "Higher Education Teachers´ Conceptions of Professional Development and Change: A Longitudinal Case Study of University Pedagogy Prospects." International Journal of Educational Methodology 8, no. 3 (August 15, 2022): 609–23. http://dx.doi.org/10.12973/ijem.8.3.609.
Full textAbstract:
<p style="text-align: justify;">The aim of this research is to find out how higher education (HE) teachers reflect on the possibilities of personal development and evaluate the institutional promotion of academic teaching in an HE community. The purpose was thus to understand how university employed teachers experienced and reflected on the benefits of their pedagogical education and pedagogical fellowship during and after the studies. To obtain information regarding the current situations and prospects for the future of the research persons, questionnaires were used, and unstructured essays were written through their study time and subsequently. The research methods were qualitative content analysis and deep analysing methods. The teachers possess cognitive thinking skills of the highest level. Pedagogical and transformative thinking are not at the same level. The research persons express their views tactfully when outlining how teaching should be realized in the future. Still, they criticized the resistance to changes in academic teaching, especially before they themselves were part of the administration.</p>
21
McLaughlin, Jacqueline S. "Teaching Environmental Sustainability while Transforming Study Abroad." Sustainability 13, no. 1 (December 23, 2020): 50. http://dx.doi.org/10.3390/su13010050.
Full textAbstract:
Environmental issues are of especially great importance to younger individuals, such as university students. Course-based Undergraduate Research Experiences (CUREs) are a proven methodology for transforming short-term study abroad to yield higher impact and quality student outcomes, especially as they relate to teaching environmental sustainability. This paper offers a review of tested pedagogical frameworks, provides evidence to substantiate this statement from assessment data, and offers insights on how to develop and implement an international CURE. It also shares how embedding CUREs into innovative and high-quality short-term study abroad experiences can work to positively transform the post COVID-19 era of short-term study abroad. Several case studies are presented that document how students’ hands-on involvement in developing questions about real-world sustainability issues, devising and carrying out group research, and presenting their findings affect their acquisition of scientific skills and a sustainability-oriented mindset.
22
Jodoin, Joshua John. "Promoting language education for sustainable development: a program effects case study in Japanese higher education." International Journal of Sustainability in Higher Education 21, no. 4 (May 14, 2020): 779–98. http://dx.doi.org/10.1108/ijshe-09-2019-0258.
Full textAbstract:
Purpose The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.
23
Mahdi, Omar Rabeea, Islam A. Nassar, and Hashem Ali Almuslamani. "The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education." International Journal of Higher Education 9, no. 2 (March 9, 2020): 297. http://dx.doi.org/10.5430/ijhe.v9n2p297.
Full textAbstract:
Investigating the use of case studies as a teaching strategy to enhance the critical thinking skills of the students is the basic objective of this study. By discovering content and procedural issues, best practices are investigated and ways are discovered to foster critical thinking, as a result of which the students tend to develop the ability to think critically. This research employed mixed research methods and used the SPSS program for data analysis. The participants in this research are 42 students from the business management program of leadership and group dynamics course in applied sciences university (ASU) in the kingdom of Bahrain. Based on the research findings, the critical thinking skills of the students have been a consequence of the case study method. The findings of this research may have significant value for other higher education institutions in the wider Gulf region. If the case studies method is used in teaching, it will greatly contribute to the leadership and group dynamics educators in nurturing active learning. Additionally, it is likely to inculcate critical thinking skills, which are highly significant to develop leadership capabilities.
24
Gudonienė, Daina, Agnė Paulauskaitė-Tarasevičienė, Asta Daunorienė, and Vilma Sukackė. "A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL." Sustainability 13, no. 15 (July 29, 2021): 8495. http://dx.doi.org/10.3390/su13158495.
Full textAbstract:
Recently, a growing number of Higher Education institutions have started to implement challenge-based learning (CBL) in study processes. However, despite the growing Higher Education attention to challenge-based learning, research on the method, especially in Engineering education, has not been extensively conducted and made publicly available to the community of researchers and teaching practitioners. To bridge this gap, this paper provides a case analysis of implementing challenge-based learning in a Master’s degree program for engineering students, aiming to highlight the main aspects of combining challenge-based learning and Sustainable Development Goal 11 (SDG 11), namely sustainable cities and communities. The findings are consistent with previous CBL studies revealing positive benefits of implementing the method; however, the paper adds novelty by showcasing the learning pathways that emerge to learners and teachers when CBL is implemented in an SDG-11-focused course.
25
Meadows, Bryan. "Utilizing Comparative Education as a Platform for Deepening Student Engagement with Catholic Social Teaching: An Exploratory Case Study in Study-Abroad." Journal of Catholic Education 24, no. 2 (2021): 170–86. http://dx.doi.org/10.15365/joce.2402102021.
Full textAbstract:
Central to the mission of Catholic higher education are the themes of Catholic social teaching. This contribution to the Education in Practice section recounts a 15-week undergraduate course that deepened student engagement in Catholic social teaching themes through comparative education studies and a study abroad experience to Japan. A detailed description of the course’s main segments draws on artifacts of student coursework and post-interviews. The contribution of comparative education is that students are provided a platform upon which they can explore deeper, underlying principles to individual Catholic social teaching themes. This contribution further provides practitioners step-by-step guidance in how to develop similar learning experiences for students in their university context. This report of Catholic Education at the classroom-level fits into the existing knowledge of how universities in the United States are engaging undergraduates in Catholic social teaching themes, as an expression of Catholic mission.
26
Kažanegra-Veličković, Ana, and Milica Spasić-Stojković. "Language competence of students of Belgrade Business Academy for applied studies in learning English for specific purposes: Case study." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 1 (2022): 139–54. http://dx.doi.org/10.5937/zrffp52-23471.
Full textAbstract:
Growing globalization and continuous demographic changes impose the need for reviewing language programs that must follow modern trends and the needs of students that change in accordance with the requirements of the professional environment, both in the country and abroad. The development of language competencies, especially in the field of language for specific purposes, is a prerequisite for the success of a modern young man, thus giving him the opportunity to be competitive and functional both in education and in future professional activities. The theoretical part of this paper relies on the interpretations of basic postulates about learning English for General purposes and learning English for Specific Purposes, and discusses the importance of developing language competence in teaching English in the context of acquiring professional competencies of students in higher vocational education. The paper also gives an overview of the way in which all four language skills (listening, reading, writing and speaking) are developed in teaching of ELSP at Belgrade Business Academy for Applied Studies. The aim of this paper is to present the results of research concerning the needs and interests of students in higher vocational education in terms of learning ELSP, as well as to analyze students' attitudes about which language skills should be improved in teaching of ELSP, in order to approach the development of study programs and materials properly. The authors conducted empirical research with the use of a questionnaire as a research instrument. The analysis of data collected on a sample of one hundred students of Belgrade Business Academy for Applied Studies is seen in the context of further development of the curriculum of English language for specific purposes in higher vocational education.
27
McCarthy, Josh. "Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education." International Journal of Teacher Education and Professional Development 1, no. 2 (July 2018): 29–45. http://dx.doi.org/10.4018/ijtepd.2018070103.
Full textAbstract:
This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner diversity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment; online video and audio feedback for summative assessment; and a flipped classroom teaching model. Culturally, educationally, and socially diverse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing diversity found within student cohorts in higher education; as well as an increase in technology-driven teaching innovation and student-centred learning techniques.
28
Nkhoma, Mathews Zanda, Tri Khai Lam, Narumon Sriratanaviriyakul, Joan Richardson, Booi Kam, and Kwok Hung Lau. "Unpacking the revised Bloom’s taxonomy: developing case-based learning activities." Education + Training 59, no. 3 (March 13, 2017): 250–64. http://dx.doi.org/10.1108/et-03-2016-0061.
Full textAbstract:
Purpose The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. Design/methodology/approach In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM. Findings Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning. Research limitations/implications The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings. Practical implications The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy. Originality/value The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.
29
Twiname, Linda Jean, and Jenny Gibb. "Encouraging divergent thinking in HRM studies through use of project management case studies." Journal of Project, Program & Portfolio Management 2, no. 2 (January 17, 2012): 54. http://dx.doi.org/10.5130/pppm.v2i2.2250.
Full textAbstract:
It is important that human resource management (HRM) undergraduate students develop critical thinking around project management decision making as part of their transferable skills development. Such initiatives provide opportunities for students to consider the implications of their decisions in relation to practical settings, that they might better address unexpected HRM demands of the future. We integrate project management into our teaching to progressively build students' skills in HRM. First, students engage in a project management case study and conduct a formal presentation. Second, we extend student awareness of divergent approaches to project management through engagement with excerpts from previous HRM student case studies. Third, the students execute project management of a written case study, under examination conditions. Our approach scaffolds students' higher order thinking and engagement with the divergent nature of the HRM discipline. We provide facilitator and student feedback to illustrate our outcomes. This research is relevant to management educators and, we suggest, is transferable to disciplines other than HRM.
30
Ahmed, Zahir Adam Daff-Alla. "Difficulties Encountered by EFL Students in Learning Pronunciation: A Case Study of Sudanese Higher Secondary Schools." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 75. http://dx.doi.org/10.5539/ijel.v7n4p75.
Full textAbstract:
This study aims at investigating the problems which have been encountered by higher secondary schools students when they try to learn English pronunciation. The problem of this study is that most of the higher secondary school students in Sudan produced incorrect pronunciation for many of English words. So this study is attempted to deal with problem to find the most suitable solutions for it. The participants are Sudanese students of higher secondary schools especially at Shikan locality in Northern Kordofan State. The researcher uses the descriptive analytical approach because it is suitable for such studies. The data of this study is collected by means of recording test and questionnaire. The findings showed that the problems of pronunciation are the result of many teaching difficulties, and the strategies of teaching pronunciation are helpful in producing correct speech pronunciation. Finally the researcher recommends that: Sudanese EFL learners, who are specialized in ELT, should obtain a high level of intelligibility, and the language laboratory should exist in all the higher secondary schools to practice phonetic exercises.
31
Rajanthran, Subashini K., Walton Wider, Ling Shing Wong, Choon Kit Chan, and Siti Sarah Maidin. "Utilisation of High-Impact Educational Practises (HIPS) to Engage Undergraduates: A Preliminary Case Study." Journal of Curriculum and Teaching 12, no. 1 (January 2, 2023): 27. http://dx.doi.org/10.5430/jct.v12n1p27.
Full textAbstract:
The purpose of this preliminary study is, firstly, to identify the most preferred high-impact educational practises (HIPs) among undergraduates and, secondly, to recommend best practises and strategies for implementing HIPs in higher education. This study included 61 undergraduates from a variety of degree programmes that implemented HIPs in one general studies course. Descriptive statistics and frequency were used to analyse the data. The findings revealed that the most popular HIP among undergraduates is service/community-based learning (SBL), and the least preferred HIP among undergraduates is Intensive Academic Writing (IAW). This study's findings are critical for preliminary understanding of the importance of learning styles in order to be effective and sensitive in teaching and learning, to have flexible and diverse instructional planning, and to diversify teaching methods. This was a preliminary case study that emphasised the significance of HIPs in the higher education curriculum and their implementation for a positive academic learning experience among undergraduates.
32
Mamat @ Muhammad, Norul Hidayah, and Nik Ahmad Hisham Ismail. "INTEGRATION OF EMOTIONAL INTELLIGENCE IN TEACHING PRACTICE AMONG UNIVERSITY TEACHERS IN HIGHER EDUCATION." Malaysian Journal of Learning and Instruction 18, No.2 (July 31, 2021): 69–102. http://dx.doi.org/10.32890/mjli2021.18.2.3.
Full textAbstract:
Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’ emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. Method – A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely; raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. Results – Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students’ emotions, reflection of university teachers’ characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated. Significance – The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers.
33
Reed, Marlene M., and Rochelle Reed Brunson. "Exploration of the efficacy of the case method of teaching." CASE Journal 14, no. 3 (May 8, 2018): 362–71. http://dx.doi.org/10.1108/tcj-01-2018-0009.
Full textAbstract:
Synopsis The purpose of this research is to identify studies that had been undertaken to determine the efficacy of the case method of teaching as compared to the lecture method in an academic setting. An extensive search of secondary sources to identify research was undertaken to determine the effectiveness of case teaching as compared to the lecture method. The findings of this study indicate within the research reviewed the following positive results of case teaching noted by students: enhanced learning of the subject; heightened student engagement in the classroom; and the receipt of higher grades in some disciplines. The following negative results are also found: lack of understanding of course content and the method is more challenging and time consuming. In a national survey of faculty using the case method for the first time, the following positive outcomes of utilizing the case method were found: develops strong critical-thinking skills, greater retention of course material and more active engagement in the classroom. The limitations are the inconsistency of variables measured in the study and the small sample sizes. “Recommendations for further study include the use of larger sample sizes and a control group using the lecture method of teaching.” Research methodology An extensive search for all studies is performed in the classroom to evaluate and compare the use of the case method as compared to the lecture method of teaching. Relevant courses and levels The courses evaluated in the study are from a variety of disciplines in universities. Theoretical bases A review of research studies is performed to evaluate the efficacy of the case method of teaching as compared to the lecture method.
34
Vale de Gato, Margarida, Maarten Janssen, Rita Queiroz de Barros, and Susana Valdez. "Teaching and Researching Literary Translation in the Digital Context: PEnPAL in Trans as a Case-study." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 4, no. 1 (February 28, 2016): 63–80. http://dx.doi.org/10.14195/2182-8830_4-1_4.
Full textAbstract:
The digital reinvention of literary studies within literary translation teaching and research informs the PEnPAL in Trans project. This inter-institutional venture joins higher education agents and researchers in Translation Studies, Literary Studies and Linguistics. Elaborating on the notions of process-oriented education and “social constructivism” (Kiraly, 2000), PEnPAL in Trans has developed a specific awareness of the literary translator’s “expert action” (Jones, 2011). Drawing on a project-based philosophy of translation training, it envisions the translated anthology as a collaborative format with potential in the digital environment. The database on English-Portuguese transfer problems under development combines the advantages of translation manuals and example-driven tools as translation memories. Thus, it will constitute a categorized database of examples from hard-to-translate texts together with their translation(s) and translation strategy(ies). This database will be accessible online, thereby providing a public tool on the English-Portuguese language pair. DOI: http://dx.doi.org/10.14195/2182-8830_4-1_4
35
Yang, Yang, and Graham Welch. "Pedagogical challenges in folk music teaching in higher education: a case study of Hua’er music in China." British Journal of Music Education 33, no. 1 (January 11, 2016): 61–79. http://dx.doi.org/10.1017/s0265051715000248.
Full textAbstract:
Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these non-classical-music learning contexts as ‘informal’, the practice of folk music that was recently introduced into Chinese Higher Music Education appears to be much more complex and fluid, at least in its real world setting. This case study presents a detailed example of the teaching and learning of folk singing in contemporary society in Western China. In this particular context, both ‘informal learning’ and ‘formal’ music practices were observed and compared, based on research data collected from four music lessons and subsequent interviews with the participants. Drawing upon the analytical evidence, the research discusses a possible pedagogical model where two apparently contrasting approaches to learning (i.e. a conservatory model vs. traditional folk learning) could coalesce to ensure more effective learning outcomes of traditional folk music in higher education contexts.
36
Campoy-Cubillo, Mari Carmen. "Dysarthria and teaching speaking skills in English as a Foreign Language: A case study." Miscelánea: A Journal of English and American Studies 53 (December 15, 2016): 17–45. http://dx.doi.org/10.26754/ojs_misc/mj.20166823.
Full textAbstract:
In this article we are concerned with the design of diagnostic assessment tools of spoken English as a Foreign Language (EFL) for students with dysarthria. To this end, a higher education student with dysarthria participated in our case study. Tests in the student’s mother tongue (Spanish) and in English were devised and their results analyzed in order to (1) discuss types of assessment tools that teachers may use to facilitate the student’s self-assessment in EFL (2) promote an enhancement of the student’s achievements and (3) foster the design of a joint (student/teacher) implementation plan during the learning process.
37
Hingorani, Kamal, Chetan S. Sankar, and Scott W. Kramer. "Teaching Project Management through an Information Technology-Based Method." Project Management Journal 29, no. 1 (March 1998): 10–21. http://dx.doi.org/10.1177/875697289802900105.
Full textAbstract:
New information technology-based teaching methods are essential to bring the issues faced by a project manager to the classrooms electronically. This paper describes implementation of a method to achieve this objective and compares its learning effectiveness with lectures and written case study methods. The major findings were that the information technology-based method was more effective compared to written case studies and lectures in developing higher-level cognitive skills and triggering interest in learning about project management. This research shows that information technology-based methods need to be deployed in order to impart higher-level cognitive skills to potential project managers.
38
Cole, Courtney E. "Culturally sustaining pedagogy in higher education: teaching so that Black Lives Matter." Equality, Diversity and Inclusion: An International Journal 36, no. 8 (November 20, 2017): 736–50. http://dx.doi.org/10.1108/edi-01-2017-0005.
Full textAbstract:
Purpose The purpose of this paper is to show how the principles of Black Lives Matter can be used to enact a culturally sustaining pedagogy (CSP) in higher education settings, particularly in small colleges that serve significant populations of students who are underrepresented in higher education. Design/methodology/approach Drawing on examples from college courses in media and society, organizational communication, and interpersonal communication, the case study shows application of the principles of Black Lives Matter in the college classroom at two different institutions in the urban Northeast USA, where the majority of the students are young people of color and/or first-generation college students. Findings The paper shows how founding principles of Black Lives Matter, particularly diversity, intersectionality, loving engagement, and empathy, can be used to guide concrete pedagogical practices. It provides examples of how to use Black Lives Matter as a framework to enhance and improve college teaching to make it more diverse and inclusive. Research limitations/implications This case study is based on the author’s experiences teaching at two majority-minority colleges in Greater Boston, Massachusetts, USA. This paper is not the result of a systematic research study. Practical implications This paper has significant implications for how to enact CSP in higher education settings. This paper is valuable to those looking for specific strategies to include more diverse and inclusive teaching strategies. This research also shows both the utility and impact of Black Lives Matter when applied to higher education. Social implications This paper improves public understanding of Black Lives Matter as a social movement. Originality/value Since the Black Lives Matter movement is fairly new, there is limited academic research on it. Further, there has not been attention to how Black Lives Matter provides insight into pedagogy, particularly in higher education.
39
Alkubaidi, Miriam. "effect of Teachers’ Beliefs on Second Language Writing Practice: Case Studies in a Saudi University." Advances in Social Sciences Research Journal 9, no. 1 (January 23, 2022): 376–84. http://dx.doi.org/10.14738/assrj.91.11563.
Full textAbstract:
This study attempts to fill in a gap found in the literature regarding the Saudi higher education context in terms of the second language (L2) teachers’ perception on second language writing (SLW), and their practice in their classrooms. A case study was employed to explore the beliefs and practices of four female EFL teachers in association to second language writing practices. First semi-structured interviews were conducted whereby the beliefs of the teachers’ writing practice. A series of questions related to the teachers writing classes specifically and teaching writing as a whole in the centre. This study has focused on the teachers’ own personal beliefs on how teaching SLW should take place by looking back at their background, educational vision, and the methods/approaches used/thought in the classroom. The study has explored the teachers’ practice of SLW in the classroom and compared them to their teachers’ beliefs of SLW.
40
Büchler, Jan-Philipp, Gregor Brüggelambert, Haijing Helen de Haan-Cao, Roger Sherlock, and Asta Savanevičienė. "Towards an Integrated Case Method in Management Education—Developing an Ecosystem-Based Research and Learning Journey for Flipped Classrooms." Administrative Sciences 11, no. 4 (October 12, 2021): 113. http://dx.doi.org/10.3390/admsci11040113.
Full textAbstract:
In the field of management science and business administration, the case method is gaining ground in research and in teaching. Case studies support on the one hand exploratory research and on the other hand problem-based teaching. However, we find that case research and case teaching remain unchained in management study programs and propose to close this gap. We identify an untapped potential of boosting the case method by integrating case-based research and teaching into a discovery and learning journey of applied science. We suggest embedding the “integrated case method” (ICM) in the ecosystem of universities, with the aim of enhancing and intensifying the knowledge transfer between business and the higher educational sector, thereby achieving better learning objectives in higher education. As a result, this approach enables the development of a high level of contextual intelligence and thus helps to avoid the fallacies of teaching based on uniform theoretical content.
41
Iqbal, Muhammad Zafar, Jahan Ara Shams, Tariq Javed, Uzma Rao, and Nighat Ara. "INVESTIGATING SECONDARY STUDENTS’ CRITICAL THINKING: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (June 26, 2021): 1278–87. http://dx.doi.org/10.18510/hssr.2021.93126.
Full textAbstract:
Purpose of the Study: The purpose of this research study was to measure and compare critical thinking among secondary school students in a district of Gilgit-Baltistan.
Methodology: Quantitative research approach was applied to study critical thinking. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012). Descriptive and inferential statistics were used to analyze the data.
Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. The results were consistent with earlier studies having higher critical thinking among female and science group students. However, the results were inconsistent with the earlier research studies having slightly higher critical thinking among rural school students than urban school students. The study revealed that there is a discrepancy in aligning critical thinking with teaching and learning activities in secondary school classrooms.
Application of this study: The findings of the study help understand the level of male and female students' critical thinking at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies for gender perspective.
Novelty/Originality of this study: The study is original as not a single research study investigated the critical thinking of secondary school students in the region of district Ghizar in Gilgit-Baltistan.
42
Affouneh, Saida, Zuheir N. Khlaif, Daniel Burgos, and Soheil Salha. "Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine." Sustainability 13, no. 12 (June 9, 2021): 6583. http://dx.doi.org/10.3390/su13126583.
Full textAbstract:
The purpose of the study is to explore students’ and faculty members’ responses to universities’ migration from face-to-face to online instruction as a result of the coronavirus (COVID-19) crisis. To this extent, a qualitative approach was used for data collection and involved a number of qualitative methods: an open-ended question survey, focus group discussion, social media data, and university reports. Additionally, a thematic analysis was used for data analysis. The findings of the study reveal that students and faculty members were overwhelmed and stressed at the beginning, but as they started to acclimate to it, faculty members were satisfied. However, students seemed to be dissatisfied with this new approach to learning. Furthermore, faculty members and students both mentioned different challenges they had faced. The study reports on the technological tools used to mitigate the emerging challenges of both students and faculty members. Evaluating and assessing students was a main challenge for faculty members as the study analyzes the assessment and evaluation tools that they use in their online teaching. Comparative studies from Palestine and other countries are suggested for future research.
43
Heron, Marion. "Making the case for oracy skills in higher education: practices and opportunities." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 5–21. http://dx.doi.org/10.53761/1.16.2.2.
Full textAbstract:
In this paper I make the case for embedding oracy practices in the HE curriculum through explicit teaching of oracy skills and a shared common language to describe these skills. Active learning and teaching approaches as well as growing expectations of graduate employability skills have resulted in greater demands on students in UK higher education in terms of their oracy (speaking and listening) skills. Whilst oracy skills have long been the focus of studies in compulsory educational contexts, there is little transfer of research findings to a higher education context. With the aim of opening up the discussion on oracy skills in HE, this paper reports on an exploratory study carried out to investigate how teachers on two undergraduate business modules incorporated oral communication skills in their content, pedagogy and assessment. Data were gathered from observations of lectures and seminars, course documents, and semi-structured interviews with tutors. With reference to an Oracy Skills Framework the paper concludes with suggestions for how oracy skills may be more explicitly embedded into the undergraduate curriculum.
44
Chystiakova, Marina, Vasyl Mazur, Leonid Hurman, Andrii Ladyniak, Volodymyr Prykhodko, Daniil Marchuk, and Volodymyr Marchuk. "Case studies method as a technology for the formation of professional competences of future teachers of physical culture." This bulletin of the Kamianets-Podilskyi National Ivan Ohiienko University. Physical education, Sport and Human Health 26 (September 29, 2022): 150–55. http://dx.doi.org/10.32626/2309-8082.2022-26.150-155.
Full textAbstract:
This article analyzes the case-study method as a modern technology of professionally oriented teaching of future teachers of physical culture. The case study method helps students present themselves in real life situations, rather than just solve a complex problem. Objective. To characterize the content and possibilities of applying the case method in the process of professional training of future physical education teachers. Methods.To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; classification of case-types depending on the educational purpose are used, questionnaire. Results. The interconnection of case studies with other methods of teaching and professional training is substantiated. The obtained results of the questionnaire showed a high level of interest of higher education seekers in the proposed method and a high level of their readiness to solve pedagogical situations. The use of the case method in the conditions of professional training creates the necessary prerequisites both for the development of the competence of students of higher education and for the formation of the ability to make collective and individual decisions of a professional nature. Conclusion. The conclusion is that the auditorium work organization based on the case-study method stimulates future teachers of physical culture interest and increases their preparation quality
45
Et.al, Zuraini Ramli. "A Case Study of Translanguagingin Bilingual Teaching and Learning in Public Universities in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 381–89. http://dx.doi.org/10.17762/turcomat.v12i3.742.
Full textAbstract:
This study aims to explore the cross-language learning, referred astranslanguaging in bilingual teaching and learning(T&L) at the level of higher learning institutions, through the analysis of case studies conducted at three Public Universities (UA) in Malaysia. This study uses a case study method involving three lecturers in three UAs in Malaysia. Data is derived from audio recordings of three lectures per lecturer, in-class observations, as well as interviews with lecturers and a group of students from each class.Alllecture recordings and interviews were transcribed and qualitatively analysed.This study shows that translanguaging occurs in all recorded T&L sessions.Translanguagingbecomes the practice for bothlecturers and students as it encourages students to be more interactive and responsive and to prepare students to join the broaderscientific community on an international level.This study is equally crucial for both partiessince the use of a language other than the medium of instruction should be given space in T&L in public universities which uses English as the medium of instruction.
46
Karpova, Kateryna. "INTEGRATION OF “WRITE AND IMPROVE” AWE TOOL INTO EFL AT HIGHER EDUCATIONAL ESTABLISHMENT: CASE STUDY." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, no. 2 (December 23, 2020): 137–50. http://dx.doi.org/10.22219/celtic.v7i2.14036.
Full textAbstract:
Dramatic changes in political, economic, cultural, scientific, and technological spheres, which have taken place in recent decades, have caused noticeable alterations in different societal domains, including education. Through the prism of the modern educational paradigm that mainly focuses on meeting the needs of human beings, nowadays, a special place is occupied by ICTs and their integration into the educational process. The present research is devoted to both theoretical evidence and practical implementation of automated writing evaluation (AWE) tool “Write and Improve” into language learning at a higher educational establishment. We use experimental method titled case study, which allows finding out ways to incorporate the software mentioned above into EFL. First and foremost, the author analyses fundamental and contemporary studies in the realm of ICT integration into language teaching, learning, and assessment. Special attention is paid to AWE as cutting-edge software, which utilizes artificial intelligence to assess students’ writing. The data under investigation indicate that using AWE computer-assisted programs facilitates students’ management and increases motivation for writing and revision. The article sets a goal to demonstrate that “Write and Improve” is an example of innovative technology to enhance writing as an essential academic competency. Based on profound theoretical substantiations, the author conducts the experiment to test the research hypothesis in the case study. Within the framework of the article's written tasks, university students who study English as their major subject at the Taras Shevchenko National University of Kyiv have been chosen. The attempted investigation proved “Write and Improve” to be highly effective among language learners, thus worth being introduced not only into teaching and learning but also assessment.
47
Saleh, Suha M., Yara M. Asi, and Kastro M. Hamed. "Effectiveness of integrating case studies in online and face-to-face instruction of pathophysiology: a comparative study." Advances in Physiology Education 37, no. 2 (June 2013): 201–6. http://dx.doi.org/10.1152/advan.00169.2012.
Full textAbstract:
Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled educators to incorporate online components into their classes to promote comprehension. Learning tools such as case studies are being integrated into such courses to aid in student interaction, engagement, and critical thinking skills. Careful assessment of pedagogical techniques is essential; hence, this study aimed to evaluate and compare student perceptions of the use of case studies in face-to-face and fully online pathophysiology classes. A series of case studies was incorporated into the curriculum of a pathophysiology class for both class modes (online and face to face). At the end of the semester, students filled out a survey assessing the effectiveness of the case studies. Both groups offered positive responses about the incorporation of case studies in the curriculum of the pathophysiology class. This study supports the argument that with proper use of innovative teaching tools, such as case studies, online pathophysiology classes can foster a sense of community and interaction that is typically only seen with face-to-face classes, based on student responses. Students also indicated that regardless of class teaching modality, use of case studies facilitates student learning and comprehension as well as prepares them for their future careers in health fields.
48
Fuchs, Kevin. "Evaluating the Technology-Enhanced Flipped Classroom Through the Students’ Eye: A Case Study." Journal of e-learning Research 1, no. 2 (December 20, 2021): 13–21. http://dx.doi.org/10.33422/jelr.v1i2.54.
Full textAbstract:
Emergency remote teaching (ERT) during the unprecedented global pandemic, COVID-19, identified the pressing need for innovative teaching methods that support and foster technology-enhanced active learning through the distance education paradigm. Distance education is not a new phenomenon, while the flipped classroom concept is also a well-researched method. However, there have been rather few studies about the flipped classroom (FC) approach in higher education with the support of technology. This study contributes by critically exploring how full-time distance students perceived the usefulness of the Technology-enhanced Flipped Classroom (TEFC) approach to support their graduate studies. A series of semi-structured interviews (n=7) collected the empirical data for this qualitative method of inquiry. Moreover, teaching materials were used for the data collection, while the interviews were preceded by a preliminary observational study in a TEFC in a STEM graduate-level course. Through thematic analysis, three major themes were identified that offered a broader insight into the students' perspectives concerning the benefits and challenges of the TEFC concept. The themes were sentimental involvement, technical FC design, and peer-communication. The primary finding revealed that the students perceived the discussion-based sessions in the TEFC to have enabled them to foster their knowledge transfer. It was also perceived as particularly positive in its ability to contribute to and influence the discussion flow. These validated earlier claims concerning a positive perception of the TEFC concept in the formal learning process. This research discovered that TEFC is a viable tool to support learning in a pandemic situation by empowering students and facilitating active learning through information and communication technologies (ICT).
49
Richardson, Tina. "Hiding the Bodies: Geographic Repression in Higher Educational Space." Space and Culture 22, no. 4 (January 5, 2018): 460–73. http://dx.doi.org/10.1177/1206331217751777.
Full textAbstract:
This article critiques the way that universities have acquired and developed campus space since World War II. Prompted by the need to increase student entry, British universities grew exponentially, with a demand to expand the campus in order to provide more teaching space and student accommodation. This article looks at the side effects of this expansion by providing a case study that demonstrates that land acquisition can have a deleterious effect on local residents. Using theories from urban studies, postmodern geography and cultural theory, this article presents the case study through a transdisciplinary lens, offering an original analysis of the heritage of an inherited cemetery.
50
Eli, Taleb. "Students` Perspectives on the Use of Innovative and Interactive Teaching Methods at the University of Nouakchott Al Aasriya, Mauritania: English Department as a Case Study." International Journal of Technology, Innovation and Management (IJTIM) 1, no. 2 (December 7, 2021): 90–104. http://dx.doi.org/10.54489/ijtim.v1i2.21.
Full textAbstract:
This study was carried to inspect students` views on the use of innovative and interactive teaching methods used in the English studies major at the University of Nouakchott Al Aasriya, Mauritania. This was a corollary of the fact that innovation in teaching, regardless the nature of the course or subject, has become a buzz word in the academic institutions. A quantitative research methodology was used and the data were collected from 101 students from the English Department. The collected data were analyzed using SPSS as an attempt to provide descriptive statistics to verify the students` perception of the use of innovative and interactive teaching methods. The findings of the study revealed that 91.1% of the students believe that their teachers do use some of the innovative and interactive teaching methods in their classes; still, 70.3% of the respondents were in favor of continuous trainings for teachers on the use of innovative and interactive teaching methods, which is a very alarming percentage. Also, the findings of this study have some significant implications such as the necessity to move from teaching to learning as an attempt to make learning an enjoyable and memorable experience. The results of this study contribute to literature by concentrating on the use of innovative and interactive teaching methods in Mauritanian higher education institutes.
Keywords: Innovative, Interactive, Teaching Methods, Students, Higher Education, Mauritania