Relevant bibliographies by topics / Management study and teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Management study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Management study and teaching"

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林, 艳超. "Preliminary Study on Online Teaching Management of Clinical Teaching Hospital." Advances in Education 12, no. 08 (2022): 2988–92. http://dx.doi.org/10.12677/ae.2022.128455.

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Che, Zhenghong, and Zhengmei Che. "Study on Case Teaching of Financial Management." Higher Education Studies 1, no. 2 (January 3, 2016): 118. http://dx.doi.org/10.5539/hes.v1n2p118.

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Case teaching is an efficient teaching method of management. It plays an important role to enhance the students’ability to practice the theory. However, case teaching of financial management has not achieved the expected results.The paper aims to study the importance, characteristics and corresponding methods of case teaching method offinancial management.
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Jennings, Andrea. "Teaching Case Management: A Case Study Approach." Nurse Educator 25, no. 2 (March 2000): 87, 94. http://dx.doi.org/10.1097/00006223-200003000-00004.

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Thomas, Kevin. "Teaching Study Skills." Education + Training 36, no. 1 (February 1994): 19–24. http://dx.doi.org/10.1108/00400919410052230.

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Kim, Ju-Eun and Hoyoung Kang. "A Study on Management Accounting Teaching-Learning Methods." Korea International Accounting Review ll, no. 58 (December 2014): 307–27. http://dx.doi.org/10.21073/kiar.2014..58.016.

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Abudayyeh, Osama, and Kenneth Andersen. "Integrated Construction Project Management: A Teaching Case Study." Journal of Professional Issues in Engineering Education and Practice 125, no. 4 (October 1999): 133–37. http://dx.doi.org/10.1061/(asce)1052-3928(1999)125:4(133).

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Oral, Behçet. "Student Teachers' Classroom Management Anxiety: A Study on Behavior Management and Teaching Management." Journal of Applied Social Psychology 42, no. 12 (October 24, 2012): 2901–16. http://dx.doi.org/10.1111/j.1559-1816.2012.00966.x.

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Zhang, Jun Hua, Da Ping Wang, Lin Wang, and Xin Guo. "Study on Resource Construction and Management of Multimedia Network Teaching." Advanced Materials Research 756-759 (September 2013): 800–803. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.800.

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The rapid development of computer technology, internet technology and multimedia technology has an increasingly profound impact on education. The importance of multimedia network teaching has been fully affirmed, and the quality of network teaching resources is the core, which is directly related to the effectiveness of teaching. Some practicable methods on resource construction and management of multimedia network teaching are proposed in this paper, to standardize teaching resources, realize resource sharing, improve teaching quality and management effectiveness and at the same time meet the needs of digital learning.
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M. Dubas, Khalid, and Maria D. Cerra. "Improving a graduate Marketing Management course: a case study with input from students." Innovative Marketing 12, no. 3 (December 28, 2016): 6–18. http://dx.doi.org/10.21511/im.12(3).2016.01.

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The authors develop a conceptual model of a student’s course satisfaction based on several factors that influence course learning outcomes and student’s satisfaction. This model provides a general framework to guide course design and to influence students’ course outcomes. A Marketing Management course is a part of a typical MBA program. This paper presents ideas for enhancing the design and teaching of such a course in an online setting based on teaching experience at MBA programs at several universities in the USA. Suggestions are also presented for improving team productivity and the quality of team output in an online setting. As a case study, the authors discuss a graduate Marketing Management course that was taught at a private US university in spring 2016. They discuss the design, teaching and strategies for enhancing student learning outcomes in this course. Suggestions by students to improve this course are also presented. Keywords: marketing, student’s satisfaction, higher education, universities. JEL Classification: M3, M1, I23
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Zhang, Ruoyao. "Study on the Effective Methods of Class Management in Online Teaching." International Journal of Education and Humanities 9, no. 1 (June 16, 2023): 204–6. http://dx.doi.org/10.54097/ijeh.v9i1.9411.

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The arrival of the new crown outbreak, lead to universities to carry out the "closed not suspended" work task, the teacher at home using network teaching software for students online teaching, the teaching method is very convenient, but the students in the process of class is easy to appear lazy phenomenon, can even to query questions, seriously affected the teaching effect. In order to improve the teaching quality, teachers should focus on the effective methods of managing classes while innovating the teaching means. This paper will analyze the easy problems in the online teaching process, and study the effective methods of management in the online teaching. Hope to provide some reference value for the future online teaching class management.
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Dissertations / Theses on the topic "Management study and teaching"

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Khan, Abdul Hamid. "Effective management development program evaluation and review technique : a study of Purdue University Engineering/Management Program." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1041808.

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This study entitled, "Effective Management Development Program Evaluation and Review Technique," examined Purdue University Engineering/Management Program for 1995. The purpose of the program was to offer management training to a population of ninety-eight engineering managers. From a quality assurance perspective the study attempted to measure those changes that occurred in the knowledge, skills and behaviors of the participants, from before to after the program, in four levels of program effect e.g., reaction, learning, behavior and results.Responses were gathered using qualitative interviews. Evidence was gathered using Learning Skills Inventory. Behavior was gathered using Leadership Effectiveness and Adaptability Description Questionnaire. Results were gathered using Managerial Skills Questionnaire of Importance and Competence over pretest, posttest and a three-month posttest on the job.Forty-two management skills criteria were collapsed to identify seven main leadership skills for reliable evidence on the hypotheses tested: Leadership/ Organization, Human Resource Management, Financial Management, Decision Making, Strategic Planning, Negotiation and Conflict Resolution, and Managerial Communication. Important findings are summarized below. No significant differences were found in the Importance of each leadership skills:(a) by the type of company's business, (b) by the number of years of employment with the current employer, (c) by the number of years in the industry, and (d) by the type ofdegrees held by the manager (BS, MS, MBA).Significant Differences were found in the Importance of each leadership skills:by a broad range of titles, (b) by the size of company, and (c) by the number of years in current position.No significant differences were found in the Competence of each leadership skills:by the type of company's business, (b) by the size of company, (c) by the number of years in current position, (d) by the type of degrees held by the manager (BS, MS, MBA), and (e) by the number of years in the industry.Significant Differences were found in the Competence of each leadership skills:(a) by a broad range of titles and (b) by the number of years of employment with the current employer.
Department of Educational Leadership
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Mtsetfwa, Bonginkosi Abel. "The impact of time consciousness in schools and on teaching and learning." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-152615.

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Schreuder, Glynis Rholeen. "The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009.
The thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.
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Palmer, Rodney Thomas. "Comparative study : profile of technikon personnel management diplomate and Western Cape industry requirements." Thesis, Cape Technikon, 1993. http://hdl.handle.net/20.500.11838/1750.

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Thesis (Masters Diploma ( Personnel Management) -- Cape Technikon, Cape Town,1993
The worsening unemployment problem and lack of skilled manpower in South Africa, is not confined only to the lower levels of the organisation hierarchy. Effective managerial skills are in short supply, and training and educational programmes therefore need to be geared to the provision of these skills. This type of training and education is the domain of tertiary educational institutions, such as technikons. It is pertinent then, to consider whether the current syllabi of management educational programmes at the technikons in fact reflect in their content, the skills required by the workplace. This line of thinking may be taken further, in that one must reason that even if the syllahi content are rele";.ant to industry needs, the relevance of the weighting or focus areas in the syllabi content, need to be consistent with the requirements of industry. This study was undertaken to examine the relevance of the skills acquired by diplomates - through the tuition received and experience gained - while studying towards the National Diploma: Personnel Management In order to achieve the goal of the study, a semi-structured questionnaire and interview approach was utilised, to ascertain the human resource management skills needs of a sample of industries in the Western Cape. A comparison of these two sets of data was then made, and the relationship between them established. The comparison was intended to serve as a guide, in order that any syllabi adjustments which might be indicated, could be targeted to meet specific industry needs.
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Chan, Kam-man. "A study of the quality of classroom management strategies." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B3195604X.

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Van, der Post Leda. "A computing studio method for teaching design thinking." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1128.

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Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
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Lucas, Ursula. "Perceptions of learning and teaching accounting : a phenomenographic study." Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/3117/.

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This study is concerned with students' and lecturer's experiences of learning and teaching introductory accounting within higher education. It seeks to identify the key aspects of what constitutes "learning accounting" and "teaching accounting" for lecturers and students, their conceptions of accounting and the extent to which students and lecturers share experiences in common or differ in their experiences. The research method adopted is that of phenomenography which seeks to identify the qualitatively different ways in which various phenomena are experienced. Since there has been relatively little critique of the practice of phenomenography, this study also seeks to critically review the application of the phenomenographic research method in practice. This review draws on experience within empirically-based phenomenological psychology to propose a revised phenomenographic research approach. This revised approach focuses on the need to bracket presuppositions about the phenomenon under investigation, to develop an empathetic understanding with the experiences of the participants and to report findings in a way which would most fully reveal the nature of that lived experience. Through the application of this revised research approach key aspects of the individual, common and distinctive worlds of students and lecturers are identified. "Learning accounting" and "teaching accounting" are shown, primarily, to constitute the learning of a technique. Yet this emphasis on accounting as the learning of a technique is at variance with other teaching objectives perceived by lecturers to be equally, or more, important. Lecturers perceive the development of conceptual understanding to be of importance. However, they express diverse views about what "accounting" is, they are doubtful about the relationship between conceptual understanding and the learning of the technique and their explanations of accounting concepts often reveal a partial and, arguably incomplete, conceptual framework. In addition, the findings show that students' preconceptions and perceptions of relevance are central to their experience of learning accounting and they reinforce the experience of accounting as being about the learning of a technique. Lecturers' perceptions of those preconceptions and relevance reveal teaching responses based on misunderstandings of the students' experiences. An alternative way of viewing the introductory accounting curriculum is proposed which takes into account the ways in which students and lecturers experience the learning and teaching of accounting.
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Kallel, Maher. "A computer-aided tool for case study teaching and analysis." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/61056.

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Lai, Chi-shing, and 黎志誠. "An inquiry into teachers' concerns in their organization of practical work in school physics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957171.

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Pakdaman, Afsaneh. "Dental Student Management Of Non-Invasive Intervention For Dental Caries." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/4961.

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Books on the topic "Management study and teaching"

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Chartered Institute of Management Accountants. CIMA: Risk management : Study text. 2nd ed. Wokingham, Berkshire: Kaplan Publishing UK, 2014.

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Chartered Institute of Management Accountants. CIMA: Organisational management : Study text. 2nd ed. Wokingham, Berkshire: Kaplan Publishing UK, 2014.

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Chartered Institute of Management Accountants. CIMA: Organisational management : Study text. Wokingham, Berkshire: Kaplan Publishing UK, 2015.

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Chartered Institute of Management Accountants. CIMA: Enterprise management : study text. 2nd ed. Wokingham, Berkshire [England]: CIMA Publishing / Kaplan Publishing, 2013.

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Chartered Institute of Management Accountants. CIMA: Management accounting : Study text. Wokingham, Berkshire: Kaplan Publishing, 2014.

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Roger, Ottewill, and McFarlane Bruce J, eds. Effective learning & teaching in business & management. London: Kogan Page, 2001.

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Vurnakes, Claudia. The organized student: Teaching time management. Torrance, Calif: Frank Schaffer Publications, 1995.

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Chartered Institute of Management Accountants. CIMA: Workbook : Management accounting -- case study. 4th ed. London: BPP Professional Education, 2003.

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J, Byrt W., ed. Management education: An international survey. London: Routledge, 1989.

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Messenger, Sally. Hospitality management: case study assignments. London: Macmillan, 1991.

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Book chapters on the topic "Management study and teaching"

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Zhang, Jing, and Yong Ma. "A Study of College Teaching by Multimodal English Teaching Methods." In Recent Trends in Decision Science and Management, 359–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3588-8_43.

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Davis, Jonathan Ryan. "Teaching without Classroom Management Coursework: A Case Study Continued—After Student Teaching into Teaching." In Classroom Management in Teacher Education Programs, 57–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63850-8_3.

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Davis, Jonathan Ryan. "Teaching with Classroom Management Coursework: A Case Study Continued—After Student Teaching into Teaching." In Classroom Management in Teacher Education Programs, 173–213. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63850-8_6.

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Davis, Jonathan Ryan. "Teaching without Classroom Management Coursework: A Case Study—Methods II into Student Teaching." In Classroom Management in Teacher Education Programs, 15–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63850-8_2.

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Davis, Jonathan Ryan. "Teaching with Classroom Management Coursework: A Case Study—Methods II into Student Teaching." In Classroom Management in Teacher Education Programs, 119–71. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63850-8_5.

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Huang, Xiao-qing, and Xing-shan Qian. "Study on Innovation Teaching for Industrial Engineering." In The 19th International Conference on Industrial Engineering and Engineering Management, 1423–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38433-2_149.

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Chen, Yinping. "Study on Implementation of Stratified Teaching in Applied Undergraduate English Teaching." In Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022), 1324–31. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-31-2_156.

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Hong, Zhang. "A Study of the Effects of “Management” Bilingual Teaching on English Proficiency and Subject Knowledge." In Advanced Technology in Teaching, 111–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_18.

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Magylaitė, Kristina, Lina Čeponienė, Mantas Jurgelaitis, and Tomas Danikauskas. "A Case Study of Applying Gamification in Teaching Project Management." In Communications in Computer and Information Science, 321–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59506-7_26.

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Li, Jian, Feng Xu, and Honghou Dai. "Analysis and Study on the Application of Performance Management in the Administration Management of College." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 121–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_18.

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Conference papers on the topic "Management study and teaching"

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Wang, Fang. "Study on Humanized Teaching Management System." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.143.

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Liu, Jun, and Xiao-Qiu Yao. "A Study of College- Enterprise Cooperative Major Teaching Model and SPSS Teaching Effect Analysis." In 2016 International Conference on Management Science and Management Innovation. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msmi-16.2016.93.

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Davis, L. "Project management - a case study approach." In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010049.

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Fan, Yuting, and Yang Luo. "Empirical Study of English Teaching Model Based on Flipped Teaching." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.199.

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Lu, Sun. "Study on Business English Teaching." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.188.

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Zhang, Xijun. "Study on Learning Freedom and Flexible Teaching Management." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.142.

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"Study on Computer-assisted English Teaching." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.088.

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"Study of Business Japanese Teaching Reform." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.037.

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Jia, Fu, and Jianxiu Lian. "Study on Teaching Mode of Ship Management Courses Based on Teaching Informationization." In 2017 International Conference on Economic Development and Education Management (ICEDEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icedem-17.2017.37.

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Tian, PinJing. "Study of intelligent voice teaching aid system in English Teaching." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.

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Reports on the topic "Management study and teaching"

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Rassovytska, Maryna V., and Andrii M. Striuk. Система хмаро орієнтованих засобів навчання інформатичних дисциплін студентів інженерних спеціальностей. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2452.

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The purpose of this study is to identify the main categories of cloud-based learning tools and to identify the links between them. Thus, the following categories of cloud-oriented teaching aids are allocated for educational purposes and feature of use: teaching management tools, communication tools, joint activity tools, teaching materials, knowledge control tools. In study was developed a system of cloud-oriented tools of learning computer science disciplines of engineering specialties students and considered examples of the implementation of its individual components. As a further area of research, the experimental implementation of this system of cloud-oriented learning means is considered.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Gungadeen, Anuradha. Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education. Commonwealth of Learning (COL), March 2023. http://dx.doi.org/10.56059/11599/5256.

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This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so training in TEL is deemed fundamental at this stage. Students’ use of technology for learning is evident in their positive perceptions of and attitudes towards using technology, and their increasing engagement with technological tools such as social media, massive open online courses and open educational resources to improve their learning experiences. This indicates students will be receptive to the implementation of a TEL policy. The survey also established the strong need for continuous and personalised professional development among faculty and staff in the field of TEL. MIE management therefore should include TEL professional development in its Staff Development Programme. The MIE should also collaborate and partner with other reputable institutions that have expertise in TEL.
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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Tkachenko, Tatyana, Evgeny Silchuk, Lidiya Neupokoeva, Anastasia Shestakova, Natalia Berthold, Olesya Pasko, Igor Koloman, Anastasia Shaforostova, Dmitry Syskov, and Svetlana Tuzlukova. Information technologies in pedagogy: the information educational environment of the Medical University. SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0787.29012024.

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The electronic educational resource is designed for teachers to master the theoretical foundations and practical skills of using information technology in the educational process and education management, as well as the application of various models of e-learning (EE) and distance learning technologies (DOT) in teaching practice. The electronic educational resource provides for the study of the regulatory framework governing the use of information and distance learning technologies in the education system. Formation and improvement of skills in using the tools of the digital educational environment of the medical university in the context of the transformation of distance learning. The course contains 2 modules MODULE 1. Information technology in education management. MODULE 2. Information technology in the educational process
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.

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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Carmichael, Fiona. Teaching economics to undergraduate Business Management Students. Bristol, UK: The Economics Network, October 2012. http://dx.doi.org/10.53593/n2223a.

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Ronoh, Lilian, Ayub Shirandula, and Hillan Ronoh. Blended Learning Course Experience at Kaimosi Friends University. Commonwealth of Learning (COL), October 2023. http://dx.doi.org/10.56059/11599/5475.

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In 2019, the Commonwealth of Learning (COL) supported Kaimosi Friends University (KAFU), previously known as Kaimosi Friends University College (KAFUCO), in adopting a technology-enabled learning (TEL) policy, with the main aim of improving the quality of learning outcomes and fostering innovations. In the 2020/2021 academic year, nine Moodle-based blended courses from three different departments were developed and implemented on the Moodle learning management system. This report presents the findings of a survey amongst students enrolled in those courses. The outcome of this study is intended to assist the university with improving students’ satisfaction with blended courses and their appreciation of information and communication technologies’ significance in teaching. The results make clear that KAFU students had no trouble with using the relevant technologies. In addition, students found the courses relevant, they were satisfied with their course experiences, and they were confident about doing well when using a blended delivery mode.
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