Journal articles on the topic 'Geography Study and teaching (Higher) Victoria'
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1
Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Andjelkovic, Sladjana, and Dragana Pavlovic. "New media in teaching of geography: Literature review." Glasnik Srpskog geografskog drustva 95, no. 4 (2015): 173–95. http://dx.doi.org/10.2298/gsgd1504173a.
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This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education studies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.
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Guo, Fengtao, Yushan Duan, Shanbo He, Qi Zhang, Qiangqiang Xu, and Sheng Miao. "An Empirical Study of Situational Teaching: Agricultural Location in High School Geography." Sustainability 14, no. 14 (July 15, 2022): 8676. http://dx.doi.org/10.3390/su14148676.
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In China’s most recent round of curriculum reform, the “one situation to the end” (OSTE) situational teaching method has been successfully introduced in geography classes to improve students’ ability to solve problems in real-life situations. Taking an agricultural location course as an example, this study analyzes the implementation of situational teaching and discusses the effect of the OSTE method on the topic of sustainable development in the teaching of geography. Using a quasi-experimental design and by distributing a questionnaire to teachers in a Chinese high school, the following findings were obtained: (1) almost all teachers use some form of situational teaching, and the OSTE method has been widely used; (2) OSTE contributes to students’ awareness of sustainable and circular development, but it is not associated with an improvement in geographical skills; and (3) students are mostly interested in the promotion of higher-order thinking, a positive emotional experience, active learning, and the acquisition of systematic knowledge instead of fragmented knowledge. In short, OSTE is an efficient teaching method for geography classes, especially given how it fosters students’ sustainable development ideas. We suggest enriching the understanding of OSTE through teaching-training, jointly developed situations using students’ existing experiences, and well-designed question chains with more opportunities for interaction.
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Jochecová, Kateřina, Michal Černý, Zdeněk Stachoň, Hana Švedová, Natálie Káčová, Jiří Chmelík, Vojtěch Brůža, et al. "Geography Education in a Collaborative Virtual Environment: A Qualitative Study on Geography Teachers." ISPRS International Journal of Geo-Information 11, no. 3 (March 8, 2022): 180. http://dx.doi.org/10.3390/ijgi11030180.
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The presented study aspires to utilize the gradually validated immense potential of collaborative immersive virtual environments (CIVEs) in higher education when designing and conducting geography lessons. These particular lessons focused on hypsography. A Research through Design approach and relevant qualitative methodology were used as we engaged two groups of domain experts (experienced geography teachers) to validate both the learning scenarios and the virtual environment we used. The lessons were administered via eDIVE—a novel platform for collaborative learning and teaching in virtual reality of our own design. The teachers underwent a hypsography virtual lesson and were randomly divided into two groups to be compared, which differed in the level of structure given to the lesson (one group received detailed instructions on what task they were to solve, while the other was given a free hand in exploring the environment and activities it afforded). The teachers’ experiences were then summarized in a post-lesson reflection and a subsequent focus group following the tasks. The participants’ expertise allowed insights to be gained into their first-hand experience as students, as well as their expert view of the lesson from an educational point of view. Virtual reality’s implementation into teaching practice was the key topic of the discussion.
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Ahammad, Faiyaz. "A study of teaching effectiveness, scientific attitude and achievement in geography among higher secondary school students." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 124–36. http://dx.doi.org/10.5958/2278-4853.2021.00235.4.
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Yli-Panula, Eija, Eila Jeronen, and Piia Lemmetty. "Teaching and Learning Methods in Geography Promoting Sustainability." Education Sciences 10, no. 1 (December 23, 2019): 5. http://dx.doi.org/10.3390/educsci10010005.
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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.
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Santos-Villalba, María Jesús, Juan José Leiva Olivencia, Magdalena Ramos Navas-Parejo, and María Dolores Benítez-Márquez. "Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study." Sustainability 12, no. 20 (October 15, 2020): 8513. http://dx.doi.org/10.3390/su12208513.
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Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student’s motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory–confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students’ motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students’ motivation and the sustainability behavior, although the power of this last construct is moderate.
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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.
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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.
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Widjaja, Gunawan, and Aslan Aslan. "Blended Learning Method in The View of Learning and Teaching Strategy in Geography Study Programs in Higher Education." Nazhruna: Jurnal Pendidikan Islam 5, no. 1 (February 2, 2022): 22–36. http://dx.doi.org/10.31538/nzh.v5i1.1852.
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In this era of digital technology, learning is very foreign if it still uses single method methods, namely face-to-face. We firmly believe that combining traditional methods with technology must be applied to achieve outcomes, especially in postgraduate studies. For that reason, we have carried out many publications in journals, books and procedures, and other information. Then the effort has involved several steps such as understanding the data through coding evaluation and drawing conclusions that essentially want to get the answer data on this royal question as valid and accurate as possible. Based on the available evidence and the depth of the discussion of the findings, we can finally say that the learning strategy in universities, especially in the undergraduate market, is a strategy that combines the old and new ways, namely face-to-face in the classroom and is guided by collaborative learning or learning-based learning. Thus, it is hoped that the findings of this study will make the development and progress of learning and learning studies related to blended learning increase in the future.
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Ortiz Colón, Ana, Miriam Agreda Montoro, and María Colmenero Ruiz. "Toward Inclusive Higher Education in a Global Context." Sustainability 10, no. 8 (July 30, 2018): 2670. http://dx.doi.org/10.3390/su10082670.
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The aim of this study was to analyse the perception of teaching staff at the University of Jaen regarding the integration of students with a disability, and to describe the interventions they use to respond to the specific needs of these students, to examine the differences that exist in teachers’ interventions for students with a disability based on their faculty. To this end, a descriptive methodology was used (n =300 teachers), and the data were gathered using a Tutoring and Attention to Special Needs in the Classroom Questionnaire (TASN-Q). The results were organised in terms of the tool’s different dimensions and, in general, revealed that the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability. The best-prepared teaching staff belonged to the Faculties of Social and Legal Sciences and Health Sciences. This study confirms the need for training in special needs processes to enable university teaching staff to participate in an inclusive model.
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Castro, Ramos Martín Silva, Landy Aracelly Loeza Rosado, Yara Ivone Villanueva Azcorra, Jorge Alfredo Tec Jiménez, Luis Fernando Che Dzib, and Luis Enrique Ramos Domínguez. "Bilingual experiences with intercultural approach, in the higher normal school of Valladolid, Yucatán; Mexico.” Study plan 2012." South Florida Journal of Development 2, no. 2 (May 17, 2021): 2052–62. http://dx.doi.org/10.46932/sfjdv2n2-072.
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According to the National Institute of Statistics, Geography and Informatics in Mexico (INEGI, 2010) about 800,000 people over 5 years of age are Mayan speakers in Yucatán, where 538,355 are reported.
According to Pineda, cited by Krotz (2008), Valladolid is one of the municipalities in the state with the largest number of Mayan speakers.
Since the 2004 curriculum, the Intercultural Bilingual Primary Education Bachelor's Degree (LEPIB in Spanish), serves this population since our students carry out their teaching practices and provide their professional services with children from the municipality, approximately 50% of whom are Mayan speakers in their entirety.
Since 2005, the "Juan de Dios Rodríguez Heredia" Higher Normal School has been responsible for teaching the LEPIB, being this school the only one in the state with this degree.
Due to the characteristics of the incoming students, most of whom do not speak the Mayan language, several actions have been implemented for the teaching of this language in correspondence with the graduate profile of the 2012 curriculum.
The reform of the 2012 curriculum includes bilingual intercultural teaching competencies, which emphasizes the acquisition of linguistic skills of the native language, in this case, the Mayan language.
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Zhang, Min, and Zhiyun Huang. "Crowdsourcing Used in Higher Education: An Empirical Study on a Sustainable Translation Teaching Mode Based on Crowdsourced Translation." Sustainability 14, no. 6 (March 8, 2022): 3140. http://dx.doi.org/10.3390/su14063140.
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The language service industry needs more qualified translators. The training of qualified translators needs innovation of translation teaching mode. The combination of crowdsourcing and translation teaching can realize the innovation of translation teaching mode. This study developed an empirical study in which such quantitative and qualitative methods are conducted as classroom observation, case analysis, translation quality analysis, questionnaire survey, and email interviews. Participants in the study included university students registered in the English and Translation degrees in Chinese universities. Statistical analyses were carried out with IBM Statistical Package for Social Sciences (IBM SPSS 26). Validation of the survey instruments, descriptive statistics, and group comparisons were all accomplished. The results demonstrate that the integration of crowdsourcing with translation teaching worked well. The mode has positive significance for exploring learner autonomy, stimulating students’ motivation, improving students’ translation ability, and training qualified translators. The mode is of sustainable value, with the development of AI-driven machine translation technology, and the innovation of translation teaching mode is significant for professional translator training. This mode of translation teaching based on crowdsourcing has a certain reference value for the cultivation of high-quality language service talents and the construction of a new mode of personnel training in the language service industry.
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Tuero, Ellián, Lucía Álvarez-Blanco, Isabel C. Ayala-Galavis, Celia Galve-González, and Ana B. Bernardo. "Do Virtual Campuses Provide Quality Education? A Study on the Perception of Higher Education." Sustainability 15, no. 1 (December 29, 2022): 620. http://dx.doi.org/10.3390/su15010620.
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In recent years, there has been an increase in the use of technologies in all aspects of daily life, especially in educational contexts. Indeed, in most universities, using a virtual campus as a support for teaching is now a general practice, even in face-to-face teaching. However, although there are multiple studies on the quality of education and services provided by virtual campus platforms, as well as statistics on the use of the various tools and forums, very few studies have considered students’ perceptions of the quality perceived by students concerning the pedagogical use that teachers make of virtual campuses. Even fewer studies have examined this as a function of what year the students are in. In order to examine this more thoroughly, an ad hoc questionnaire was applied to 783 students enrolled in the first three years at various universities in Spain, covering all knowledge areas. The results show that first-year students had more positive opinions of the quality of their teachers’ virtual-campus practices than students in subsequent years. More specifically, those first-year students perceived greater encouragement and motivation from the teaching staff and more communication between teachers and students. These findings suggest the need for good teaching practices that consider motivation, communication and collaborative groups, not only during the first year, but also throughout university courses in order to ensure quality education.
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Chet, Chealy, Serey Sok, and Veasna Sou. "The Antecedents and Consequences of Study Commitment to Online Learning at Higher Education Institutions (HEIs) in Cambodia." Sustainability 14, no. 6 (March 8, 2022): 3184. http://dx.doi.org/10.3390/su14063184.
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A rapid spread of the COVID-19 outbreak has recently shifted teaching and learning at higher education institutions (HEIs) worldwide from the traditional classroom to the online process. During the educational disruption, online teaching and learning have become an alternative to pursue education. This paper aims to analyze the antecedents and consequences of students’ study commitment at Cambodia’s HEIs during the COVID-19 pandemic. The research focused upon: adaptation of online teaching and learning, consequences and antecedents of students’ study commitment to online learning, and factors influencing students’ willingness to participate in online learning during the post–COVID-19 pandemic. The research was primarily based on an online survey among 1002 undergraduate students at Cambodia’s largest and oldest University for quantitative data. The SPSS 25 and AMOS 23 were adopted to proceed with the data analysis, especially in Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). We found that: (1) two stages of online teaching and learning processes were adopted at the Royal University of Phnom Penh (RUPP): individually-managed and institutionally-managed processes; (2) the students’ study commitment played an active role in improving their learning satisfaction. Meanwhile, academic support is one of the most outstanding factors influencing students’ online learning; and (3) in the post–COVID pandemic, 81.4% of undergraduate students did not propose to continue online learning. The survey confirms that online learning significantly reduced their academic performance, and 62.3% claimed online teaching negatively affected their studies. A prediction reveals that gender, the effect of online learning, permanent address, and home WIFI connection influence the students’ willingness to take online education in the post–COVID-19 pandemic. The findings of this research have advanced knowledge of students’ study commitment and provided scientific evidence for practitioners, planners, policymakers, and researchers to promote online teaching and learning at Cambodia’s HEIs during the post–COVID-19 pandemic.
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Noor, Farhana, Orpita U. Laz, Khaled Haddad, Mohammad A. Alim, and Ataur Rahman. "Comparison between Quantile Regression Technique and Generalised Additive Model for Regional Flood Frequency Analysis: A Case Study for Victoria, Australia." Water 14, no. 22 (November 11, 2022): 3627. http://dx.doi.org/10.3390/w14223627.
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For design flood estimation in ungauged catchments, Regional Flood Frequency Analysis (RFFA) is commonly used. Most of the RFFA methods are primarily based on linear modelling approaches, which do not account for the inherent nonlinearity of rainfall-runoff processes. Using data from 114 catchments in Victoria, Australia, this study employs the Generalised Additive Model (GAM) in RFFA and compares the results with linear method known as Quantile Regression Technique (QRT). The GAM model performance is found to be better for smaller return periods (i.e., 2, 5 and 10 years) with a median relative error ranging 16–41%. For higher return periods (i.e., 20, 50 and 100 years), log-log linear regression model (QRT) outperforms the GAM model with a median relative error ranging 31–59%.
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Nahar Diab Sobuh Al-qudah, Nahar Diab Sobuh Al-qudah. "The degree of practicing teaching skills in the twenty-first century among geography teachers in Jordan from the point of view of their supervisors: درجة ممارسة معلمي الجغرافيا في الأردن لمهارات التدريس في القرن الحادي والعشرين من وجهة نظر مشرفيهم." مجلة العلوم التربوية و النفسية 6, no. 2 (January 29, 2022): 81–102. http://dx.doi.org/10.26389/ajsrp.h280721.
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The current study aimed to identify the degree of practice of teaching skills in the twenty-first century among geography teachers in Jordan from the point of view of their supervisors. And problem solving, classroom learning management, communication and information and communication technology, mastering education, and evaluating student learning), the study was applied by a comprehensive survey on the study population of (154) supervisors. The study concluded that the degree of practicing teaching skills in the twenty-first century among geography teachers in Jordan from the point of view of their supervisors in the total degree and fields was medium, and the results showed that there were no statistically significant differences in the degree of practicing teaching skills in the twenty-first century among geography teachers in Jordan. From the point of view of their supervisors, it is attributed to the variable of gender and educational qualification, while it was found that there were statistically significant differences due to years of experience and in favor of those with higher experience. The study recommended the necessity of urging geography supervisors for teachers to apply strategies for developing critical thinking and solving problems in teaching and learning, that the Ministry of Education hold training courses for geography teachers on teaching skills in the twenty-first century, encouraging teachers to employ authentic evaluation strategies in evaluating student learning. Such as the achievement file, and the use of questions directed to deeper learning among students.
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Knowles, Anne Kelly. "A Case for Teaching Geographic Visualization without GIS." Cartographic Perspectives, no. 36 (June 1, 2000): 23–37. http://dx.doi.org/10.14714/cp36.823.
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This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.
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Rodrigues, Margarida, Rui Silva, and Mário Franco. "Teaching and Researching in the Context of COVID-19: An Empirical Study in Higher Education." Sustainability 13, no. 16 (August 4, 2021): 8718. http://dx.doi.org/10.3390/su13168718.
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There is increasing recognition worldwide of the importance of academic activities, specifically in situations of pandemics. Therefore, this study aimed to understand the effects of COVID-19 on lecturers/researchers and Ph.D. and master students who have faced unexpected and continuous disruption in their teaching and research activities. To fulfil the aims, the study focused on a mixed method approach quantitative study based on a questionnaire administered on social networks and open questions. The unit of analysis was lecturers/researchers and Ph.D. and master students. The results obtained show that this lengthy interruption had severe impacts on their activities, requiring new competencies and capacities to deal with changes in a short period of time, including less positive feelings affecting them and their families. The main contribution of this study lies in identifying the barriers and opportunities created by this virus in the academic world and in presenting a theoretical framework to improve the situation, given that the confinement exponentiated negative and psychological feelings in academics, although telework is seen as a positive factor with continuity in the future, as a way to foster the social, environmental sustainability of Higher Education Institutions (HEIs) and the wellbeing of their human capital. As implications for practice, the evidence points to the need for academics to be provided with training in E-learning, about technological tools for use in distance-learning and to reconsider how they carry out their research on the ground.
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Romankova, Kateryna. "FORMATION OF METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 62–70. http://dx.doi.org/10.36690/2733-2039-2020-1-62.
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The article reflects the features of methodological training of future teachers of geography in higher education institutions. The purpose of the article is to form the methodological competence of future teachers of geography, which would meet modern requirements for the training of specialists in higher education institutions. Methodological approaches (systemic, personality-oriented, competence-oriented, activity-based, contextual, environmental) and principles of methodical training (scientific, professional orientation, integrativeness, coherence, connection of theory and practice, consciousness and activity, systematicity and sequence, strengthening creative orientation, variability, personal orientation). The components of methodological competence, such as methodological knowledge, methodological skills, pedagogical reflection are revealed their mastering by students during the study of the discipline "Methods of teaching geography" and during pedagogical practice is shown. Certain difficulties of students in mastering methodological knowledge and skills are outlined and a number of organizational and pedagogical measures that will contribute to the formation of methodological competence are identified on their basis. The purpose of training is defined as the formation of methodological competence of the future teacher of geography. A description of the process of formation of methodological competence of students - future teachers of geography through various forms of education (lectures, seminars, practical classes), independent research and teaching activities.
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Lai, Yi-Chen, and Li-Hsun Peng. "Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education." Sustainability 12, no. 1 (December 18, 2019): 28. http://dx.doi.org/10.3390/su12010028.
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Education for sustainable development (ESD) is regarded as a key element of high-quality education. Hence, the United Nations proposed the Sustainable Development Goals (SDGs) in 2015, in an attempt to achieve the harmony and shared prosperity between humans and the Earth, and advocate for fair and high-quality education. With the aim of exploring “high-quality sustainable teaching”, this study intends to probe into the idea and meaning of the high-quality design education for sustainable development and elaborate on the teaching effectiveness and sustainable teaching activities by the teachers of higher design education. According to the research results, the effectiveness of high-quality teaching is introduced in seven categories, as follows: (1) Faith in sustainability in teaching, (2) the trend of talent demand, (3) the teaching value of sustainability, (4) curriculum mapping, (5) teaching approach, (6) teaching evaluation, (7) the sustainable management of teaching development. The factors of high-quality teaching include: The teacher has passion for teaching, the teacher pays attention to the student’s independent learning ability, the teacher intrigues student’s interest in learning, the teacher places emphasis on furnishing the student with professionalism and confidence, the teacher highlights learning through doing to increase the student’s competitiveness in the job fair, the teacher reviews teaching effectiveness and makes progress in pursuing the value of high-quality ESD.
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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.
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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.
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O'Shea, Thomas. "Dirichlet Polygons—an Example of Geometry in Geography." Mathematics Teacher 79, no. 3 (March 1986): 170–73. http://dx.doi.org/10.5951/mt.79.3.0170.
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The teaching of geometry in the elementary school can be an exciting experience; children are receptive to experimentation, and many activities can be devised to facilitate learning. Generally, however, the use of exploration in geometry decreases as students progress through school and as they begin the study of formal axiomatic systems. In the higher grades we need to present interesting uses of geometry that will allow students to develop their powers of exploration and problem solving. The purpose of this article is to outline an example of how geometry serves as a model in the real world and to suggest how it might be used at the high school level.
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Iatenko, Vladimir. "Fundamentals of implementation of the integrated content of learning geography and economy." Univers Pedagogic, no. 2(70) (July 2021): 10–13. http://dx.doi.org/10.52387/1811-5470.2021.2.02.
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In September 2020, Ukraine adopted the State Standard for Basic Secondary Education (No. 898 of September 30, 2020), which defined new requirements for the Model and Model Curricula. The article reveals the methodological foundations for the implementation of the intellectual content of teaching geography and economics, which is very important for the professional formation and development of both future teachers and practicing teachers. Attention is focused on the formation of a holistic natural-scientific picture of the world through the study of geographical concepts, objects and subjects of study of physical, social and economic geography, the main goal and tasks of integrating the content of teaching geography, research methods. Methodological recommendations are given for additional research of complex, interrelated topics (problems), geographical patterns, global processes, basic principles on which modern geographical knowledge is based. Designed for future teachers (students of institutions of higher education) and practicing teachers of institutions of general secondary education, methodologists of postgraduate education.
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Riley, David R., Amy V. Grommes, and Corinne E. Thatcher. "Teaching Sustainability in Building Design and Engineering." Journal of Green Building 2, no. 1 (February 1, 2007): 175–95. http://dx.doi.org/10.3992/jgb.2.1.175.
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Engineers and building designers make decisions that have critical impacts on the environment and society, making sensitivity to environmental and social concerns a must in the building profession. Limited pedagogical research has been conducted to develop and assess techniques for integrating sustainability into building design and engineering education. This paper describes an undergraduate course geared toward instilling concepts of sustainability in students of building-related disciplines and presents the findings of a case study and literature review conducted to identify the key features that made the course successful. The features are outlined in the form of an easy-to-use Sustainability in Higher Education Assessment Rubric (SHEAR) that faculty members can consult to shape effective programs and courses of their own to teach concepts of sustainability to their students. Two examples of this application are included, and recommendations for advancements in sustainability education are provided.
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Hamzah, Hainora, Mohd Isa Hamzah, and Hafizhah Zulkifli. "Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules." Sustainability 14, no. 2 (January 12, 2022): 813. http://dx.doi.org/10.3390/su14020813.
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Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules.
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Bucea-Manea-Țoniș, Rocsana, Luciela Vasile, Rareș Stănescu, and Alina Moanță. "Creating IoT-Enriched Learner-Centered Environments in Sports Science Higher Education during the Pandemic." Sustainability 14, no. 7 (April 6, 2022): 4339. http://dx.doi.org/10.3390/su14074339.
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In the pandemic context, creating IoT-enriched learner-centered environments was not only a tendency but a requirement for sustainable teaching and learning in universities with sports science programs for theoretical classes and practical activities. Our study aims to assess both the extent to which the sports science academic environment has been prepared for online teaching and the key features of dedicated e-learning teaching and training in sports science to provide the highest-quality educational services in pandemic conditions. An online survey was administered to academic staff in the field of sports science from two Romanian universities. The results of the study reveal that online teaching has been associated with major changes in terms of methods and methodology, but also with a new dynamic of external and internal factors regarding teachers and their relationship with students. At the same time, it depends on a solid specific infrastructure and IoT facilities (MOOCs, VR/AR, mobile devices). As a mirror of the student-centered approach, universities in the field of sports science have experienced the same concerns about the outcomes of the educational process. In this regard, universities can become sustainable if they positively integrate e-learning into their teaching system and consolidate their quality standards from an e-learning perspective.
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Ibrahim, Mohammad Nabil, David B. Logan, Sjaan Koppel, and Brian Fildes. "Fatal and Serious Injury Rates for Different Travel Modes in Victoria, Australia." Sustainability 14, no. 3 (February 8, 2022): 1924. http://dx.doi.org/10.3390/su14031924.
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While absolute injury numbers are widely used as a road safety indicator, they do not fully account for the likelihood of an injury given a certain level of exposure. Adjusting crash and injury rates for travel exposure can measure the magnitude of travel activity leading to crash outcomes and provide a more comprehensive indicator of safety. Fatal and serious injury (FSI) numbers were adjusted by three measures of travel exposure to estimate crash and injury rates across nine travel modes in the Australian state of Victoria. While car drivers accounted for the highest number of injuries across the three modes, their likelihood of being killed or seriously injured was substantially lower than that of motorcyclists across all exposure measures. Cyclists accounted for fewer injuries than car passengers and pedestrians but had a higher risk per exposure. The results varied by both injury severity and exposure measure. The results of this study will assist with high level transport planning by allowing for the investigation of the changes in travel-related FSI resulting from proposed travel mode shifts driven by safety, environmental reasons or other reasons as part of the holistic goal of transforming the transport system to full compliance with Safe System principles.
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Zafari, Najibullah, Ashok Sharma, Dimuth Navaratna, Varuni M. Jayasooriya, Craig McTaggart, and Shobha Muthukumaran. "A Comparative Evaluation of Conceptual Rainfall–Runoff Models for a Catchment in Victoria Australia Using eWater Source." Water 14, no. 16 (August 16, 2022): 2523. http://dx.doi.org/10.3390/w14162523.
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Hydrological modelling at a catchment scale was conducted to investigate the impact of climate change and land-use change individually and in combination with the available streamflow in the Painkalac catchment using an eWater Source hydrological model. This study compares the performance of three inbuilt conceptual models within eWater Source, such as the Australian water balance model (AWBM), Sacramento and GR4J for streamflow simulation. The three-model performance was predicted by bivariate statistics (Nash–Sutcliff efficiency) and univariate (mean, standard deviation) to evaluate the efficiency of model runoff predictions. Potential evapotranspiration (PET) data, daily rainfall data and observed streamflow measured from this catchment are the major inputs to these models. These models were calibrated and validated using eight objective functions while further comparisons of these models were made using objective functions of a Nash–Sutcliffe efficiency (NSE) log daily and an NSE log daily bias penalty. The observed streamflow data were split into three sections. Two-thirds of the data were used for calibration while the remaining one-third of the data was used for validation of the model. Based on the results, it was observed that the performance of the GR4J model is more suitable for the Painkalac catchment in respect of prediction and computational efficiency compared to the Sacramento and AWBM models. Further, the impact of climate change, land-use change and combined scenarios (land-use and climate change) were evaluated using the GR4J model. The results of this study suggest that the higher climate change for the year 2065 will result in approximately 45.67% less streamflow in the reservoir. In addition, the land-use change resulted in approximately 42.26% less flow while combined land-use and higher climate change will produce 48.06% less streamflow compared to the observed flow under the existing conditions.
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Vergara, Diego, Álvaro Antón-Sancho, Jamil Extremera, and Pablo Fernández-Arias. "Assessment of Virtual Reality as a Didactic Resource in Higher Education." Sustainability 13, no. 22 (November 17, 2021): 12730. http://dx.doi.org/10.3390/su132212730.
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Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.
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Almulla, Mohammed Abdullatif. "Using Digital Technologies for Testing Online Teaching Skills and Competencies during the COVID-19 Pandemic." Sustainability 14, no. 9 (May 1, 2022): 5455. http://dx.doi.org/10.3390/su14095455.
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This study examines the online teaching abilities and competencies needed to teach online courses in Saudi Arabia’s higher education system. As a result, the goal of this study was to examine and expand the technology acceptance model (TAM) to assess online teaching abilities and competences utilizing digital technologies in higher education during the COVID-19 epidemic. Therefore, it aimed to develop a new model to measure and explore critical factors that influence online teaching skills, competencies, and actual use of digital tools in higher education. The participants in the study were 350 lecturers at King Faisal University. The research data were analyzed using structural equation modeling (AMOS-SEM). The findings revealed that: (a) perceived ease of use and perceived usefulness on using digital tools during the COVID-19 pandemic has a direct positive impact on perceived teaching self-efficacy, perceived enjoyment, online teaching skills, and digital tools access; (b) perceived ease of use and perceived usefulness of using digital tools have a direct positive impact on lecturers’ attitude toward use and lecturers’ behavioral intention to use digital tools during the COVID-19 pandemic; and (c) perceived ease of use. As a consequence of the findings, a validated instrument was designed to assess and investigate crucial elements that impact lecturers’ real usage of digital technologies for teaching and learning in Saudi Arabia’s higher education.
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Alam, Sarfaraz, and Sukhvinder Sukhvinder. "Analyzing Evaluation Process in Secondary School Geography of India." National Geographical Journal of India 66, no. 1 (March 31, 2020): 69–80. http://dx.doi.org/10.48008/ngji.1731.
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The process of evaluation of students is closely linked to their teaching-learning process in schools. However, the nature of evaluation techniques in a subject depends to an extent on grades at which it is taught as well as its philosophical and methodological orientation. In lower grades, for example, the focus is more on short and descriptive questions compared to higher grades where long and explanatory questions become important. The nature of school geography is different from other subjects for it focuses mainly on the spatial dimension of reality. For learning the spatial dimension of reality of the earth, maps and globes are the key teaching tools. While most techniques of evaluation in school geography are similar to other school subjects, it also uses certain techniques for evaluating students which are generally not popular in other subjects. This paper discusses use of various techniques of evaluation in school geography. It analyses how techniques of evaluation vary with grades. It identifies those techniques of evaluation that are unique to school geography. The study informs that mapping, map reading and fieldbased exercises are generally associated with geography.
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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.
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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.
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Domacinovic, Filip, and Ruzica Vuk. "Research on the frequency and effectiveness of teaching methods in geography classes: an example of self-observation of teaching practices." Journal of the Geographical Institute Jovan Cvijic, SASA 72, no. 3 (2022): 307–22. http://dx.doi.org/10.2298/ijgi2203307d.
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Since the school year (SY) 2019/2020, the curriculum of Geography has been gradually implemented in Croatia. The purpose of this survey is to gather information on the frequency and effectiveness of teaching methods in Geography teaching over two school years by means of direct participant observation method. In the SY 2020/2021, a study was carried out in two high schools in Osijek Baranja County for three learning outcomes. Using a pre-made template for the self-observation of the teaching process, 12 lessons in the second and the third grade were observed and later interpreted using descriptive statistics methods. During the SY 2021/2022, the same method was carried out for eight lessons in six schools with a high-school program for three learning outcomes in the second grade, two in the third grade, and one in the fourth grade. Results show the domination of the discussion teaching method, followed by indirect graphic method, and then work-on-text method, while among the most common methods used, the rarest are oral presentation (done by pupils) and direct graphic method. The results found demonstrate a significant shift toward the use of more effective teaching methods compared to older papers in Croatia. The students reported a higher level of satisfaction with the lessons than the teachers did. The method of direct participant observation, complemented with a structured interview, can provide relevant information on the quality of teaching as a prerequisite for the achievement of the learning outcomes specified in the curriculum for Geography.
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Abdi, Abdul Wahab, Syahrul Ridha, Muhammad Yunus, Puspita Annaba Kamil, Intan Safiah, and Ahmad Nubli Gadeng. "Assessing the Effectiveness of Geography-based Online Learning During the Covid-19 Pandemic in Higher Education." Geosfera Indonesia 6, no. 3 (December 20, 2021): 319. http://dx.doi.org/10.19184/geosi.v6i3.25811.
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The Covid-19 pandemic almost stalled the face-to-face learning method in all institutions across the globe. Consequently, for learning to continue uninterrupted, there was a need to change teaching mode to online using social media and other platforms. This research aimed to examine the effectiveness of online learning during the Covid-19 pandemic and the challenges geography students faced in implementing this type of study. The research used a descriptive qualitative approach involving questionnaires designed to determine the implementation of online learning and the challenges encountered. The questions were structured through synthesizing various components of learning. Random selection was used to select 305 participants from various higher education institutions in the Aceh Region, Indonesia. The results indicated that online learning during the Covid-19 pandemic was effectively implemented. However, some challenges were encountered, including students who could not fully participate since they could not log in to the provided learning platforms. Furthermore, students from rural areas had poor internet connectivity besides the inability to buy internet quota. There were many instances of reported power supply failures, and this hindered online learning. Overall, learning geography during the pandemic was effective, though it had a fair share of challenges. The research also identified the need to develop an online learning model, teaching material, and multimedia in supporting geography-based online learning.
Keywords: Assessing; Effectiveness; Geography-based online learning; Covid-19; Higher education
Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember
This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License
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Nurbol, Ussenov, Laiskhanov Shakhislam, Kaimuldinova Kulyash, Abdimanapov Bakhadurkhan, Karbayeva Sholpan, and Zhoya Kairat. "Evaluation of students' views on teaching the subject of migration through distance education in Kazakhstan geography course." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 294–305. http://dx.doi.org/10.18844/wjet.v14i1.6260.
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The aim of this study is to determine the important and methodological aspect of examining the population migration patterns of distance education and university students' geography course. 420 university students who continue their education in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. In the research, a measurement tool called the general opinion measurement tool for the geography lesson, which was developed by the researchers and collected by taking expert opinion in the field of geography, was used. In the research, a 4-week online seminar was organized to increase the views of university students about the geography lesson, and training was given over Microsoft Teams, the interview form was collected with electronic forms after the seminar. The collected data were analyzed using spss program. According to the results of the study, it was concluded that university students' inclination to geography course is higher than male students, university students are familiar with the system for 1-3 years, their inclination to distance education systems is high and population migration patterns are learned well with this system.
Keywords: University Student, Distance Education, Geography ,Lesson, Kazakhstan;
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Van Puyvelde, Damien, James J. Wirtz, Jean-Vincent Holeindre, Benjamin Oudet, Uri Bar-Joseph, Ken Kotani, Florina Cristiana Matei, and Antonio M. Díaz Fernández. "Comparing National Approaches to the Study of Intelligence." International Studies Perspectives 21, no. 3 (February 3, 2020): 298–337. http://dx.doi.org/10.1093/isp/ekz031.
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Abstract This forum compares and contrasts national experiences in the development of intelligence studies from the perspective of seven countries: France, Japan, Israel, Romania, Spain, the United Kingdom, and the United States. The discussion is structured around a comparative framework that emphasizes five core dimensions that, we posit, are essential to the emergence of this subfield: access to relevant government information, institutionalization of research on intelligence and security in a higher education setting, periodic scientific meetings and networks, teaching and learning opportunities, and engagement between researchers and practitioners. The forum demonstrates how researchers working in different contexts and disciplines have overcome similar challenges to broaden our understanding of secret government practices.
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Cicha, Karina, Mariia Rizun, Paulina Rutecka, and Artur Strzelecki. "COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning." Sustainability 13, no. 4 (February 9, 2021): 1889. http://dx.doi.org/10.3390/su13041889.
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The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.
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Mavuso, Mzuyanda Percival, Kayode Babatunde Olawumi, Xolani Khalo, Babalwa Kafu-Quvane, and Busiswa Mzilikazi. "Implementation of Teacher Capacitation Programs to Integrate Climate Change Education: The Case Study of Geography Teaching in South African Secondary Schools." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 73–86. http://dx.doi.org/10.26803/ijlter.21.11.5.
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Countries all over the world are experiencing the devastating havoc of climate change. Drastic efforts directed at integrating climate change education into the school curriculum in South African Secondary schools have been unsuccessful due to a lack of training support for teachers teaching Climate Change Education in secondary schools. The purpose of this paper was to explore the role of teacher capacitation programs in assisting Geography teacher to integrate climate change education in their lessons. Shulman’s Model of Pedagogical Reasoning served as theoretical lenses for the study. Five secondary schools out of twenty which participated in the five days’ training program conducted by one higher education institution were purposefully selected. Data for the study was generated through one-on-one semi-structured interviews conducted with five participating Geography teachers in the selected schools according to the geographical location and close proximity to the training provider. It emerged from the data that teachers were lacking content and pedagogical knowledge on Climate Change Education and this capacitation program assisted in bridging that gap. The study concludes that training programs were according to selected Geography teachers’ views responsible for the improved pedagogical practices in the classroom. It is therefore recommended that teacher professional development programs on Climate Change Education for Geography teachers be organized on a continuous basis.
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Suhendro, Suhendro, Dede Sugandi, and Mamat Ruhimat. "Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument." Geosfera Indonesia 6, no. 2 (August 28, 2021): 205. http://dx.doi.org/10.19184/geosi.v6i2.21428.
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The teacher's ability to construct assessment instruments is a focus that needs to be considered. Furthermore, the demand of the 21st century directs teachers to set questions that are oriented to train students' abilities in higher-order thinking. However, several factors affect the ability to construct HOTS-oriented assessment instruments. This study aims to investigate what factors influence geography teachers’ ability to develop higher-order thinking skills (HOTS) instruments to measure learning outcomes. This study used a survey method with a quantitative approach. The data collection technique was field observation, and multiple linear regression was used for analysis. The results showed the linearity of teacher education regarding the length of teaching geography was 0.904, the tertiary institution was 0.009, and the background of education was 0.019. Also, teachers' certification was 0.007, their training was 0.032, and their experience in making HOTS questions was 0.047. The coefficient value of determination R, namely 0.635 means the relationship between teaching length, the linearity of their education in tertiary institutions, background, certification, training, and experience regarding the ability to develop HOTS-oriented assessment instruments is 63.5%. This means the relationship is strong, and 36.5% is another factor. This study concludes that the factors that significantly affect the ability of geography teachers in developing HOTS-oriented assessment instruments are the linearity factor of teacher education in universities, education background, certification, teacher training and experience in making HOTS questions.
Keywords: Teacher ability factors; Assessment, Higher-order thinking skills
Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember
This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License
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Pardo-Garcia, Cristina, and Maja Barac. "Promoting Employability in Higher Education: A Case Study on Boosting Entrepreneurship Skills." Sustainability 12, no. 10 (May 14, 2020): 4004. http://dx.doi.org/10.3390/su12104004.
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How can higher education increase the employability of university students? We present a case study on an innovative training itinerary aimed to promote the participation of teaching staff to stimulate the creativity of students and enhance their employability skills. Students acquire the entrepreneurship competences by applying the problem-solving methodology to their innovative projects based on sustainable development. The participation in the contest shows a growing importance, with topics ranging from the more technical ones, such as nutrition innovation, science innovation, or sustainability, to the social projects, related to social services, inclusion, or services against gender violence, harassment, and bullying. The percentage of multidisciplinary teams increased from 38% in 2015 to 76% in 2019 and even more in finalist teams, a positive trend in improving soft skills. According to some testimonies, the acquisition of these entrepreneurship competences partially compensates for students’ lack of professional experience by enriching their curriculum vitae (CV) and, for some students, lays the groundwork for establishing a real business after their participation in the contest.
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Arnold, Marlen Gabriele, Alina Vogel, and Martin Ulber. "Digitalizing Higher Education in Light of Sustainability and Rebound Effects—Surveys in Times of the COVID-19 Pandemic." Sustainability 13, no. 22 (November 22, 2021): 12912. http://dx.doi.org/10.3390/su132212912.
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The COVID-19 pandemic has focused attention not only on health and social issues, but on the issue of digital transformation as well. Within a very short time, universities had to convert their courses to digital formats and university life was reduced to a minimum. To shed light on how the COVID-19 pandemic has affected universities, we investigated the following questions: How was this transformation accomplished? What advantages and disadvantages did it bring with it? How sustainable was this transformation? and What can the future of higher education look like? This study is based on the responses to two questionnaires for university staff and students conducted at the Chemnitz University of Technology between mid-July and September, 2020 (n = 369), and between February and March, 2021 (n = 252). Both questionnaires were analysed using descriptive statistics and qualitative content analysis. The results show wide variations in response to digital teaching and learning. Digital teaching and working/learning from home have brought both multiple benefits and multiple challenges at the same time. Working and learning from home was perceived as both enriching and overwhelming—even for the same individual. Respondents appreciated the flexibility associated with digital teaching, even though digital teaching was perceived as imposing excessive demands. This study reveals striking gaps in our knowledge and our actions linking digital transformation and sustainability and highlights how digital teaching can be further developed.
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Naseem, S. M., S. K. Qureshi, and Rehana Seddiqui. "Conditions of Teaching and Research in Economics: Some Preliminary Findings." Pakistan Development Review 37, no. 4II (December 1, 1998): 453–78. http://dx.doi.org/10.30541/v37i4iipp.453-478.
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This paper reports onthe preliminary findings of a study initiated two years ago, at the initiative of the P.LD.E. to review the problems of teaching and research in economics and related subjects (ERS)! during the last two decades. The need for such a study has been felt for some time not only because of the common perception of declining standards in higher education generally and, economics, in particular, but also from the perceived competition economics has faced from other disciplines, especially business studies and computer science as a passport to the job market. After having enjoyed a relatively robust period of growth in the 1960s largely through the assistance of foreign donors such as the Ford Foundation, ERS in Pakistan have suffered in their development not only from the comparative paucity of resources allocated to them, but also as a result of an adverse change in the perceptions about the primacy of their usefulness for policy purposes. The demand for economics has also suffered some decline as a result of the diminished importance of the public sector and of planned development during the last two decades. While special branches of economics, such as finance, project evaluation, transport and energy economics have shown increased demand, mainly in the private sector or donor-related institutions, the demand for general economic analysts is not as strong as in the past and does not provide many gainful opportunities for professional advancement. Due to the continued disadvantage in terms of salaries and other rewards, the academic profession, remains unattractive.
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Chen, Haijiao, Jinghe Han, and David Wright. "An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China." Sustainability 12, no. 10 (May 14, 2020): 4046. http://dx.doi.org/10.3390/su12104046.
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Teaching through English Medium of Instruction (EMI) is a theory-based pedagogy that has been adopted in many European and Asian countries as a strategic initiative in educational internationalization. To date, there has been little research into EMI in-class teaching and learning. In effect, lived experiences in EMI in-class practice have been largely ignored. To address this gap, we reported on a case study that explored the linguistic and pedagogical characteristics of EMI lecturers’ teaching in a university in southern China. Twenty academic staff in the university’s EMI programs were recruited. Their in-class EMI teaching processes were observed and audio-recorded. The data was analyzed by drawing upon multilingualism and instructional design theories. This research found that Chinese EMI lecturers’ bilingual repertoire led to their English instruction featuring Chinese language influences, from pronunciation to syntax and that translanguaging strategies were purposively employed to achieve their goals including students’ cognitive understanding, affiliative bonds and the lecturers’ own survival for teaching. Further, that and the instruction applied in the EMI classes were more topic-centered than problem-centered, focusing on activating new learning and knowledge presentation through demonstration.
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Guillén-Gámez, Francisco D., and María J. Mayorga-Fernández. "Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression." Sustainability 12, no. 4 (February 11, 2020): 1312. http://dx.doi.org/10.3390/su12041312.
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The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).
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Ihsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Elan Artono Nurdin, and Bejo Apriyanto. "GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE." Geosfera Indonesia 3, no. 2 (August 28, 2018): 131. http://dx.doi.org/10.19184/geosi.v3i2.8384.
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This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area.
Keywords: Geography Literacy, Student Experience, Ethnometodology
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Bendl, Tomáš, and Miroslav Marada. "Critical thinking in geography education: is geographical thinking critical?" Geografie 126, no. 4 (2021): 371–91. http://dx.doi.org/10.37040/geografie2021126040371.
Full textAbstract:
Geography as a school subject offers enormous potential for fostering skills and competences crucial for life in twenty-first century. Yet most Czech geography teachers still lean towards memorizing facts with weak understanding. Why do we expect teachers to teach toward skills such as critical thinking if no consensus over its meaning exists – especially in the context of learning geography? This lack of clear meaning causes not only problems with teaching it, but also fails any attempt at measurment and evaluation. Therefore, the main aim of this study is, to create a unifying taxonomy of critical thinking skills in the geographical context and link these newly founded skills into the geographical thinking concept. To fulfil these goals, we employ existing structural models of critical thinking combined with a thorough literature review. As a result of this study, we present the required set of skills of a critically thinking geographer in higher education and a new perspective on geographical thinking.
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Goga, Maria, and Dănuț Roșu. "The Integration of New Technologies in the Geography Lessons." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 234–46. http://dx.doi.org/10.18662/rrem/13.1/370.
Full textAbstract:
The new technologies have become indispensable in the students' lives, influencing their development at academic and personal levels. It is evident that their use in education is going to change the way of teaching, learning and assessment. Geography lessons are much more interactive when new technologies are integrated into the curriculum. In this article we describe a study regarding the integration of the new technologies in geography lessons. At the study 250 people - 73 teachers and 177 students, from schools and high schools in Romania, both rural and urban areas participated. The research is based on the application of questionnaires and interviews to teachers as well as to students from different schools. As a result of this research, it was concluded that the use of new technologies in geography lessons is important because it helps the formation and consolidation of the knowledge of the children; students understand the information more quickly and easily; lessons are interactive and students' motivation for learning is higher.
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Delgado-Algarra, Emilio José, Ignacio Aguaded, César Bernal-Bravo, and Antonio Alejandro Lorca-Marín. "Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research." Sustainability 12, no. 8 (April 13, 2020): 3109. http://dx.doi.org/10.3390/su12083109.
Full textAbstract:
Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.
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Santamaría-Vázquez, Montserrat, Mario Del Líbano, Iratxe Martínez-Lezaun, and Juan Hilario Ortiz-Huerta. "Self-Regulation of Motivation and Confinement by COVID-19: A Study in Spanish University Students." Sustainability 13, no. 10 (May 13, 2021): 5435. http://dx.doi.org/10.3390/su13105435.
Full textAbstract:
(1) Background: confinement by COVID-19 in 2020 meant that face-to-face teaching changed to virtual teaching. The goal of this study was to test how confinement affected to self-regulation of motivation (SRM); (2) Methods: a longitudinal design was used to obtain information from 75 university students in three moments: before confinement, 20 days after confinement, and 40 days after confinement. The SRM Strategies Questionnaire and the Pittsburgh Sleep Index were used to evaluate the study variables; (3) Results: the SRM decreased as confinement progressed. Moreover, those students who had higher levels of SRM before confinement, showed worse sleep quality 20 days after. There was no interaction effect between moments and gender and between moments and work situation on any of the dimensions of the SRM. There were gender differences (women scored higher) in almost all of the SRM dimensions in the three moments, but there were no differences dependent on the work situation (i.e., only study or study and work); (4) Conclusions: the change from face-to-face classes to virtual learning decreased the SRM of university students and was related to worse sleep quality. Women showed higher levels of SRM than men, but these levels were reduced to the same extent in both genders.