Academic literature on the topic 'Materials Study and teaching (Higher) Victoria'
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Journal articles on the topic "Materials Study and teaching (Higher) Victoria"
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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
Full textAbstract:
ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
References:
Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609
Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907
Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10.
Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10.
Armytage, P. (2018). Review of the Victorian Institute of Teaching.
Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017.
Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016
Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification.
Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145.
Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000
Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32.
Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248
Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53.
Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479.
Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia.
John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49).
Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307.
Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010.
Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81.
Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35.
Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012
Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi.
Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281
McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics.
Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31.
Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932
Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant.
Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya.
Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53
Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief.
Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS.
OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee.
Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I. What teachers and school leaders say about their jobs. TALIS, 2, 1–7.
Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595
Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242.
Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119
Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016.
Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504.
Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837.
Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6.
Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492
Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221.
Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118.
Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang.
ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005
Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719
Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector.
Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60.
Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171.
Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project.
Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
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Duan, Li Bing, Wang Chang Geng, Fu Li Zhang, and Xiao Long Shi. "Teaching Transition for International Education from ‘Foreign Students Class’ to ‘International Class’: The Case of Materials Physics Courses." Advanced Materials Research 590 (November 2012): 521–24. http://dx.doi.org/10.4028/www.scientific.net/amr.590.521.
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Internationalization of higher education has become an irreversible trend of modern world, where international course is the key link. For Chinese universities, during the transition from traditional ‘Foreign students class’ (for foreign students only) to ‘International class’, in which Chinese students and foreign students will be trained under one roof, they have to face great challenges of teaching transition, including teaching contents, methods, examinations transformations. In this paper, taking materials physics courses for example, we put forward some suggestions on teaching transformation of international education from ‘Foreign students class’ to ‘International class’, basing on the experience of one-year visiting in University of Victoria (UVic), Canada and the differences of teaching between our Northwestern Polytechnical University (NPU) and UVic.
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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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Edessa, Sutuma. "Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus." Cypriot Journal of Educational Sciences 12, no. 1 (March 30, 2017): 02–08. http://dx.doi.org/10.18844/cjes.v12i1.267.
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The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. Keywords: systems, instruction, materials, insufficient and soft data.
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Ohtsubo, Yoshikazu, Atsutoshi Ikeda, Kiyoshi Ioi, and Manabu Kosaka. "Undergraduate-Student Teaching Materials for Mechatronics." Journal of Robotics and Mechatronics 29, no. 6 (December 20, 2017): 1005–13. http://dx.doi.org/10.20965/jrm.2017.p1005.
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This study develops teaching materials for mechatronics in higher education. Industrial societies require numerous mechatronics engineers, and most technical universities provide mechatronics exercises in their curriculums. However, it is difficult for teachers and students to modify and improve the mechatronic teaching materials because the provided materials are finished products. Therefore, a simple and inexpensive educational system is developed to overcome the disadvantages of the finished products. In this paper, an experimental apparatus is proposed for mechatronics education, and a practical example is presented that involves learning control methods, sensors, actuators, and mechanics.
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Efimova, Galina. "Career Strategies for Higher Education Teachers." Sociologicheskaja nauka i social'naja praktika 10, no. 1 (March 30, 2022): 24–40. http://dx.doi.org/10.19181/snsp.2022.10.1.8859.
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The article analyses autobiographical essays on key career stages and typical career paths written by Russian university teachers. Motives and attitudes influencing their decisions whether to continue or finish their careers are identified. The article studies career strategies and motivation of academic and teaching staff to be involved in the academic labour market. Based on these results, three key career tracks are formed: 1) intracorporate (classical inbreeding) – university graduates are employed in the same university they graduated from; 2) intraprofessional – university graduates choose to work in the academic field outside their alma mater; 3) mixed (intercorporate) – university graduates may leave the academic field immediately after graduation or sometime later, but then return to the field of higher education as members of academic and teaching staff. The study of the autobiographical essays of academic and teaching staff in higher education has shown that there are eight stages of academic career related to: obtaining higher education, having work experience and subsequent employment, obtaining a Candidate of Sciences Degree or second higher education, career changes after defending a post-graduate thesis, obtaining a PhD and subsequent career changes and becoming a corresponding member or an academician at the state academy of sciences. These stages create a fork in the road (potential opportunity) for academic and teaching staff to follow or to change their career paths. The study was conducted using the method of semi-formalised expert interview with 86 members of academic and teaching staff from five Russian universities – Tyumen State University, Tomsk State University, St. Petersburg Polytechnic University, National Research Nuclear University (MEPhI).
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Alam, Shahid, and LillAnne Jackson. "A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?" International Journal of Engineering Pedagogy (iJEP) 3, S4 (December 1, 2013): 9. http://dx.doi.org/10.3991/ijep.v3is4.3161.
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In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm) face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1) face-to-face instruction in-class versus an (2) online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.
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Rahayu, Rahayu, Sahril Nur, Mardiani Mardiani, and Muh Safar Nur. "Self-determination theory in teaching practice for higher education level." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 7, no. 1 (July 31, 2022): 102–10. http://dx.doi.org/10.26905/enjourme.v7i1.7978.
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This study aims to gain a deeper understanding of how self-determination theory is implemented in higher education. This review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The systematic review begins with an analysis of the identification procedure. Next, the best papers published between 2012 and 2022 were selected to explain how to compare significant aspects and efficient methods. The significance of self-determination theory to the evolution of the teaching profession determined the selection of these papers. The results are divided into three categories, with the following themes emphasizing the examined literature the most. Researchers use their findings to maximize the implementation of SDT in the classroom. The second section consists of data collection. Questionnaires, interviews, pre-and post-tests, and online discussion forums were used for data collection. Finally, the researcher has created a list of several published issues for analysis based on the most recent study themes.DOI: 10.26905/enjourme.v7i1.7978
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Li, Zejian, Chunting Lu, Zhanyu Huang, Ting Zhong, and Zhenggen Piao. "A Comparative Study on Problem-Based Learning Online/Offline Teaching Methods During the Covid-19 Epidemic -A Case Study of Undergraduate Periodontology Teaching." International Research in Higher Education 7, no. 2 (November 14, 2022): 46. http://dx.doi.org/10.5430/irhe.v7n2p46.
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Objective: This article aimed to compare the education effectiveness of online/offline PBL teaching methods and provide new ideas for the improvement of PBL teaching mode in dental education. Methods: In the periodontology course, 124 stomatology students in the 2017 and 2018 grades at the College of Stomatology at Jinan University were randomly divided into two groups: online PBL teaching group and offline face-to-face PBL teaching group. The teacher issued the same cases and questions to the two groups of students and asked students to discuss problems in small groups, retrieve literature and solve problems. PowerPoint reports and defense were also needed. After the course, a questionnaire survey was adopted to evaluate the application effect of online and offline PBL teaching modes, and the results were analyzed through SPSS software.Results: Both groups of students were able to master their knowledge and improve their abilities well. However, Compared with the offline PBL teaching group, students in the online PBL teaching group showed higher satisfaction and better improvement of their literature retrieval ability and teamwork skills.Conclusion: Compared with the offline PBL teaching mode, the online PBL teaching method is a more effective teaching method to gain students recognition and help dental students develop their literature retrieval ability and teamwork skills and to gain student recognition.
Dissertations / Theses on the topic "Materials Study and teaching (Higher) Victoria"
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Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.
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Sampson, Nicholas. "Teaching materials and the autonomous language teacher a study of tertiary English teachers in Hong Kong /." Thesis, Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085477.
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陳美惠. "A Study of Compiling Teaching Materials between Textbook Publishers and Higher Education Institutions." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/33435669575271900307.
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碩士國立臺灣師範大學
圖文傳播學系
101
To research the circumstances of collaboration in compiling teaching materials between higher education institutions and textbook publishers, this study attempted to focus on three main purposes: (1) to probe the feasibility of collaborations between colleges / universities and the publishing industry; (2) to explore the editorial procedures for collaborative compilation of teaching materials; (3) to investigate the influencing factors around the both parties targeted. This study tried to survey on a senior professional who works as an editorial director in a local publishing company, and experienced college / university teachers who have participated in collaborative compilation of higher education textbooks. And the methodology of this study relied on literature analysis, observation, and face to face interview. Besides, it collected some publications and documents from the Executive Yuan, the Ministry of Education, the National Science Council, and the National Library. Consequently, this research provided a structure of interview within literature analysis to probe the cooperative feasibility for the both parties, and it also tried to understand the influencing factors and operational modes in collaborative compilation of higher education textbooks through in-depth interview. The results and suggestions are as follows: Firstly, colleges / universities invested their professional teachers, reference books; teaching experiences, research capabilities, teaching materials and methods, while the publishers invested technician, research funding , professional research, product planning, practical experience, which could achieved the key point, such as faculty exchanges, equipment support, curriculum planning,materials development. On the basis of these advantages, the both parties then could conduct collaborative compilation of textbooks by the way. Secondly, the influencing factors of collaborative compilation of textbooks are: the good team harmony, the positive attitude of PI (the Convener), Co-PIs abilities (writing team), the cooperation of both sides (conditions of cooperation), as well as the supports from school administration, the reputation of vendors (the publishers), the information acquisition, and so on. Thirdly, the suggestions for improving collaborative compilation of textbooks are: establishing the reputation of the both parties, conducting market research, enhancing the management capacity, advancing the product breadth and depth, proceeding work analysis and design, implementing employee training &; education. Fourthly, the suggestion for the operational modes of collaborative compilation of textbooks are: activating marketing research, programming publication plans, developing the organized compilation teams, calling writing meetings, strengthening quality management, promoting marketing campaigns, and setting real-time feedback mechanism for revision suggestions.
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Pudaruth, Seema. "A critical analysis of social sciences learning materials in the National Professional Diploma in Education at a higher education institution." Thesis, 2013. http://hdl.handle.net/10413/9489.
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The key purpose of this qualitative study was to explore how the social science education subject for the intermediate phase of schooling was conceptualised as a distance education learning material and what learning was intended through this learning process.
The process of data collection was presented thematically within three sections. The first section presented data produced through the interview with the author of the learning material for the social science (SS) NPDE module. The second section presented a global analysis of the SS distance learning material. The third section presented a fine-grained analysis of a unit of learning within the history section of the distance learning material for the social science education. The findings of the study revealed that there was an error in the conceptualisation of the social science curriculum as an integration of history and geography. The learning material clearly shows that the construction of the social science distance learning material has clear and distinctive sections of history and geography with no indication of the integration.
This study reveals a lack of alignment between curriculum intentions and the conceptualisation and construction of learning materials to support teacher learning.
The analysis clearly indicated that pedagogical content knowledge development through distance learning material is minimal. On this basis the researcher proposes that should the intention of the learning programme be on developing teaching skills, then the content of learning materials need to be supported by other appropriate forms of learning.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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Yusuf, Qismullah. "An instructional systems design model for selecting and developing authentic English materials for Syiah Kuala University pre-departure scholars." Thesis, 1993. http://hdl.handle.net/1957/35889.
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The purpose of this study was to apply instructional system theory to the
process of developing authentic English as a foreign language (ESL) materials
for Indonesian pre-departure scholars. The researcher established a theoretical
framework for the process through an intensive review of instructional system
literature and selected an applied process model for adaptation to developing
authentic ESL materials. The Stiehl-Schmall ISD model was adapted and later
validated using a modified Delphi process. Seventeen panelists, randomly
selected from the area of instructional systems design, ESL, and Indonesian
EFL practitioners, were involved in the validation process.
Feedback from panelists was analyzed and it was determined that the
model was applicable for Indonesian intensive English programs. It was also
found that the model, as adapted, was considered practical and useful by EFL
practitioners, though many of them were not knowledgeable in instructional
systems design. Indonesian EFL practitioners expected the development of the
model to substantially improve the quality, effectiveness, efficiency, and
relevancy of authentic English used in Indonesian intensive English programs.Graduation date: 1993
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Makoni, Robert Davison. "Teaching chemistry of water purification in grade 11 using locally available materials through the scientific inquiry approach." Diss., 2014. http://hdl.handle.net/10500/19033.
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This dissertation surveyed the validities of teaching the chemistry of water purification in
South African schools using locally available materials (LAM) through the scientific inquiry
(SI) approach. The researcher randomly selected four secondary schools that provided a small
and purposive study sample of thirty-two Grade 11 learners and four teachers. The research
design applied a mixed-method approach, consisting of qualitative and quantitative methods
of data collection. Within this approach, the outcome of SI instruction that integrated LAM
was compared with that of conventional instruction through a quasi-experimental control
groups design. The researcher identified in the analysis of interviews and questionnaires the
most complex aspects of the chemistry of water purification for learners to understand as
redox reactions, acid-base systems, precipitations, and chlorination. However, the use of
LAM through the scientific inquiry approach made it easier for learners to understand the
concepts.
The high mean scores ( =80.88; SD=10.28) in Research-based Test 2 (RBT2), of the
experimental groups taught through SI signified that those learners immensely benefited from
an active and collaborative learning environment. The lowly scores ( =61.69; SD=4.21) of
control groups could be attributed to a linear and passive participation of learners in the
conventional classroom instruction. The marks of the two groups in post-test RBT2 were
paired and contrasted using GraphPad software. The results showed that t =6.699, df =21
with a significant value of 0.0001, which is less than 0.05 (p<0.05), hence it can be inferred
that the difference between the means of the two groups was not only statistically important
but also worth an explanation. The higher performance scores in RBT2 and the Rubric
Assessment Tool (RAT) in experimental groups represents that the intervention was
successful in the implementation of instructional design in the the study. In addition, the
learners had mastered the crucial aptitudes that included self-discipline in understanding,
cooperative learning, searching relevant text on topic, hands-on or laboratory practice and
logical thinking in problem solving by working through the SI activities that used LAM.Mathematics, Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education with specialization in Chemistry Education)
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Martin, Lynne Rohmerien. "A Model for Developing Law Lecture Comprehension Lessons for Non-Native Speakers of English from Video-taped Authentic Materials." Thesis, 2007. http://hdl.handle.net/1805/1087.
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Thesis (M.A.)--Indiana University, 2007.Title from screen (viewed on June 27, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 77-80)
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Samaranayake, Sarath Withanarachchi. "The effects of authentic materials using role-playing activities on oral proficiency : a case study of Thai undergraduate students." Diss., 2012. http://hdl.handle.net/10500/6029.
Full textAbstract:
This study investigates the effects of authentic materials and contextually-developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually-developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually-developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education.English Studies
M.A. (TESOL (Teaching English to Speakers of Other Languages))
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Tadesse, Alamirew Kassahun. "English as a foreign language instructors' conceptions and applications of communicative language teaching in grammar lessons : the case of four private universities in Ethiopia." Thesis, 2021. http://hdl.handle.net/10500/27535.
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Communicative Language Teaching (CLT) has been adopted in various countries in the world.
This is especially true in an EFL context in Ethiopia where it has received considerable attention both at policy and classroom levels. This study aimed to investigate English as Foreign Language (EFL) instructors' conceptions and applications of CLT in teaching grammar lessons in private universities in Ethiopia. Due to the nature of the issues addressed in the study, the mixed-methods approach was employed. The data for the study were collected from 25 EFL
instructors teaching in four private universities through semi-structured interviews, quantitative
questionnaire, and classroom observation. The qualitative data collected from the semi-structured
interviews and classroom observation were analysed thematically, using deductive thematic analysis. The quantitative data garnered through the questionnaire were analysed using the latest
version of SPPS (Version 20) available at the time of data analysis.
While the study highlighted four major EFL instructors' misconceptions stemming from the discrepancies in understanding the term communicative, it revealed that the majority of the EFL
instructors' conceptions of CLT were consistent with the CLT literature. To that effect, the study illuminated the EFL instructors' conceptions of grammar and CLT concerning the teacher’s role,
the learners’ role, the types of teaching materials, the place for grammar in CLT as well as the methods of teaching grammar lessons and assessing the learners’ performance in grammar lessons.
Nevertheless, the classroom practices of the majority of the EFL instructors were inconsistent with their conceptions of CLT because they predominantly employed the lecture method to teach grammar lessons. The study also found various socio-cultural and economic variables practically affecting the application of CLT in teaching grammar lessons in private universities in Ethiopia.
Consequently, the study identified teacher-related factors, student-related factors, institutional factors, curriculum-related factors, and system-related factors as the main difficulties of implementing CLT in teaching grammar lessons. The study recommends that measures that align policy with practice should be taken to ensure that the instructors' conceptions are realised in classroom situations, thereby minimising the discrepancies between their conceptions and their classroom practices.English Studies
Books on the topic "Materials Study and teaching (Higher) Victoria"
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McIntosh, John M. Canadian university research and teaching resources in advanced industrial materials. Kingston, Ont: Centre for Resource Studies, Queen's University, 1991.
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2
Dotson, Anthony Bruce. The planner as dispute resolver: Concepts & teaching materials. Washington, DC: National Institute for Dispute Resolution, 1989.
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3
Center for Applied Research in Education., ed. Hooked on literature!: Ready-to-use activities & materials to spark students' interest in literature, grades 9 & up. West Nyack, N.Y: Center for Applied Research in Education, 1994.
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Vaupetitsch, Renate. The materials generator: Designing innovative materials for advanced language production. Frankfurt am Main: Lang, 2009.
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Sue, Langham, ed. Student support materials for Edexcel A level maths: Core 1. London: Collins, 2012.
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Association for Gerontology Education in Social Work and Council on Social Work Education, eds. Teaching aging: Syllabi, resources, & infusion materials for the social work curriculum. Alexandria, Va: Council on Social Work Education., 2002.
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1941-, Gillmore Gerald M., and Fisher Andrew T, eds. Inside the undergraduate experience: The University of Washington's study of undergraduate learning. Bolton, Mass: Anker Pub., 2007.
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Eckford, Colin. Higher English: Close reading preparation. Paisley [U.K.]: Hodder Gibson, 2008.
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Goebel, Allison. Gender and culture in agroforestry: Instructional materials for agroforestry courses. Mt. Pleasant, Harare, Zimbabwe: Institute of Environmental Studies, University of Zimbabwe, 1998.
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Sankt-Peterburgskai︠a︡ gosudarstvennai︠a︡ akademii︠a︡ teatralʹnogo iskusstva. Vstrecha rukovoditeleĭ teatralʹnykh vuzov Evropy v Sankt-Peterburge: Mezhdunarodnyĭ kongress, Sankt-Peterburg, 2-5 okti︠a︡bri︠a︡ 2008 g. stenogramma i materialy = Meeting of leadership of European Theatre Schools in St. Petersburg International congress, St. Petersburg, October 2-5, 2008 the stenogram and materials. Sankt-Peterburg: Sankt-Peterburgskai︠a︡ gos. akademii︠a︡ teatralʹnogo iskusstva, 2009.
Find full textBook chapters on the topic "Materials Study and teaching (Higher) Victoria"
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Conway, Colleen M. "Teaching Applied Music." In Teaching Music in Higher Education, 193–208. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.003.0010.
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Chapter 10 is based on responses from applied music faculty around the country as well as responses from undergraduate students regarding applied lesson study. Quotes from both applied faculty and undergraduate students are included throughout the chapter. I have tried to represent the voice of the applied teacher in this chapter as a way of honoring the very specific culture that is created in each unique applied studio. Issues presented include scheduling logistics, pianists, choosing repertoire and materials, juries and auditions, practicing and motivation. Stories written by applied faculty as well as students from around the country are used to illustrate the characteristics of successful applied teachers.
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Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.
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I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.
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Presadă, Diana, and Mihaela Badea. "A Study on Extensive Reading in Higher Education." In Encyclopedia of Information Science and Technology, Fourth Edition, 3945–53. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch342.
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As practicing university teachers, we have noticed that students tend to focus exclusively on syllabus reading materials ignoring reading for pleasure outside the classroom. Rarely taught in ordinary university classes, extensive reading skills may play an important part in the foreign language teaching and learning process. Given these facts, we have decided to pilot an extensive reading program at academic level, the ultimate aim being to implement it in the future. Therefore, the purposes of the paper are to discover students' attitude towards extensive reading and to assess the results of the pilot as reflected in their opinions with a view to conceiving a large-scale future reading program. The study attempts to shed light on the issues triggered by the introduction of such a program into the curriculum of philological students, being mainly concerned with the practical side of the phenomenon and highlighting the interdependence between our findings and the latest theories in the field.
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Presadă, Diana, and Mihaela Badea. "A Study on Extensive Reading in Higher Education." In Advanced Methodologies and Technologies in Modern Education Delivery, 680–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch053.
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As practicing university teachers, the authors have noticed that students tend to focus exclusively on syllabus reading materials, ignoring reading for pleasure outside the classroom. Rarely taught in ordinary university classes, extensive reading skills may play an important part in the foreign language teaching and learning process. Given these facts, the authors decided to pilot an extensive reading program at the academic level, the ultimate aim being to implement it in the future. Therefore, the purposes of the chapter are to discover students' attitudes towards extensive reading and to assess the results of the pilot as reflected in their opinions with a view to conceiving a large-scale future reading program. The study attempts to shed light on the issues triggered by the introduction of such a program into the curriculum of philological students, being mainly concerned with the practical side of the phenomenon and highlighting the interdependence between the findings and the latest theories in the field.
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Joyes, Gordon, and Sheena Banks. "Using Technology in Research-Methods Teaching." In Applied E-Learning and E-Teaching in Higher Education, 223–44. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-814-7.ch011.
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The focus of this chapter is on the use of technology in the teaching and learning of research methods in masters’ and doctoral programmes in higher education, with particular reference to the field of educational research. The current challenges in research-methods teaching are taken up with the aim of, first, reflecting on questions about developing innovative and engaging flexible learning practices that are appropriate to the ways in which researchers (in particular, new researchers) can develop their skills, knowledge, and practice in diverse academic and professional settings. Second, the chapter explores how technology can be effectively used in the teaching and learning of research methods and how technology and pedagogy can be integrated to achieve a successful e-learning design. We explore these issues through a case study of the V-ResORT project (Virtual Resources for Online Research Training). Third, we describe an action research approach we have developed in the project to build an effective theoretical framework that underpins the production of video narratives and other online learning and teaching resources. Fourth, we present our approach to learning design and reusability as requirements to enable online materials to be embedded within course settings and across institutions using an “invented everywhere” approach. We present some practical examples of how our ideas have been translated into practice. Finally, we draw some conclusions from our action research study and present some ideas about trends for future developments of online research-methods learning and teaching.
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Carter-Cram, Kim. "Game On! Teaching Foreign Language Online." In Cases on Critical and Qualitative Perspectives in Online Higher Education, 208–26. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch011.
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This case discusses the development and delivery of a course designed to teach elementary French at the university level in a fully online environment. Included in the discussion are issues related to the problematics of creating an interactive locus where effective communication in the target language can take place both between the instructor and the student and between students. The study examines attitudes about teaching (and learning) language online, how the textbook industry has attempted (or not) to deal with the advent of more online second language instruction, and how advances in tools available to instructors in the Learning Management System can both help and hinder the successful development and deployment of a course in second language instruction. Also examined here are questions of student motivation and retention, and proposed solutions to both problems via innovative quest-based gamification of course lessons and materials.
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Wingate, Ursula. "Enhancing Students' Transition to University through Online Preinduction Courses." In Applied E-Learning and E-Teaching in Higher Education, 181–203. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-814-7.ch009.
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This chapter proposes online preinduction courses as an innovative method for preparing students for learning in higher education. It is argued that such courses would be most effective as components of a comprehensive learning support framework. One specific online preinduction course, which was created for undergraduate students of management, is presented. The design principles as well as the rationale and content of its five modules are discussed. The design of the course is based on constructivist, experiential, and situated learning theories, which determined the choice of subject-specific materials and authentic activities. The second part of the chapter focuses on the pilot study in which students were observed and asked to think aloud while working on the course’s materials and tasks. Findings from the pilot study show that the instructional design principles were successful in helping students to achieve the various learning objectives.
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Presadă, Diana, and Mihaela Badea. "A Case Study on Extensive Online Reading in Higher Education." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 908–21. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch056.
Full textAbstract:
The authors have noticed that students tend to focus exclusively on syllabus reading materials, ignoring reading for pleasure outside the classroom. Rarely taught in ordinary university classes, extensive reading skills may play an important part in the foreign language teaching and learning process. Given these facts, the authors decided to pilot an extensive reading program at the academic level, the ultimate aim being to implement it in the future. In addition, the pilot was continued with postgraduate students two years later. Therefore, the purposes of the chapter are to discover students' attitudes towards extensive reading and to assess the results of the pilot as reflected in their opinions with a view to conceiving a large-scale future reading program. The study attempts to shed light on the issues triggered by the introduction of such a program into the curriculum of Humanities students, being mainly concerned with the practical side of the phenomenon and highlighting the interdependence between the findings and the latest theories in the field.
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Kagombe, Baraka M., Michael P. J. Mahenge, Sotco Claudius Komba, Safari Timothy Mafu, and Camilius Aloyce Sanga. "Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education." In Technology-Supported Teaching and Research Methods for Educators, 33–50. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5915-3.ch002.
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This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.
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Ponkratov, Vadim Vitalievich, Andrey Sergeevich Pozdnyaev, Tatiana Alekseevna Bloshenko, and Alena Fedorovna Kireyeva. "Practice-Oriented Approach to the Study of Economics to Students of Engineer-Geological Specialties." In Advances in Higher Education and Professional Development, 222–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch020.
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Practice-oriented models are essential when teaching economics to engineering students. This chapter will discuss how to set and solve the applied scientific task of processing technogenic mineral reserves. Tools will be offered relating to engineering geological, economic, and mathematical sciences, as well as to form a group of students with various specialties. Experiments will aim to find solutions to these tasks with a generalized gradient method. This chapter will use evolutionary algorithms to calculate ad valorem MET rates. Technogenic raw materials are of economic interest to extract valuable components and produce finished goods. Often, the content of valuable components in technogenic deposits (TD) exceeds the content in natural fields. While secondary mineral resources harm the ecosystem, it is impossible to prevent environmental risks due to the lack of subsoil use. Differentiated rates will be selected based on maximum MET capacity on all valuable components extracted from deposits provided that each deposit is considered an investment project for the stated problem.
Conference papers on the topic "Materials Study and teaching (Higher) Victoria"
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.
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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Herta, Christian, Benjamin Voigt, Patrick Baumann, Klaus Strohmenger, Christoph Jansen, Oliver Fischer, Gefei Zhang, and Peter Hufnagel. "Deep Teaching: Materials for Teaching Machine and Deep Learning." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9177.
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Machine learning (ML) is considered to be hard because it is relatively complicated in comparison to other topics of computer science. The reason is that machine learning is based heavily on mathematics and abstract concepts. This results in an entry barrier for students: Most students want to avoid such difficult topics in elective courses or self-study. In the project Deep.Teaching we address these issues: We motivate by selected applications and support courses as well as self-study by giving practical exercises for different topics in machine learning. The teaching material, provided as jupyter notebooks, consists of theoretical and programming sections. For didactical reasons, we designed programming exercises such that the students have to deeply understand the concepts and principles before they can start to implement a solution. We provide all necessary boilerplate code such that the students can primarily focus on the educational objectives of the exercises. We used different ways to give feedback for self-study: obscured solutions for mathematical results, software tests with assert statements, and graphical illustrations of sample solutions. All of the material is published under a permissive license. Developing jupyter notebooks collaboratively for educational purposes poses some problems. We address these issues and provide solutions/best practices.
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Zhou, Ziyu, Valentina Rognoli, and Camilo Ayala-García. "Educating designers through Materials Club." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8206.
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Material education is becoming a crucial element in the process of change that is involving the teaching in the field of design. The affirmation of fab labs in design education is increasingly manifested both in traditional classroom didactics and prototyping practices in studio. The growth number of fab labs in universities, have a high potential to change the original material didactics into participatory activities. Based on this situation, this paper aims to analysis how existing fab lab systems can be reframed to maximize benefits in the material education in design domain. As a result, we elaborate the concept of Materials Club as an enabling system to support design students developing their design projects with materials and being highly involvement inside the co-creative study community. In conclusion, Materials Club as an optimize of the fab lab system, can increase the effectiveness in material education. This scenario also promotes us to think about a universal method, which is valorizing the resources which already exist in university and integrate them in a virtuous system for reinforcing the design and material education.
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Colegrove, Patrick Tod, and Tammy Westergard. "Making the Abstract Straightforward: A Pilot of Immersive VR in an Allied Health Program of Study." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13163.
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Emerging technologies in education are offering new tools for teaching and learner engagement. Today’s study and practice can include use of digital technologies far beyond looking at a flat screen: virtual reality, augmented reality, interactive 3D objects and 360 video can provide immersive and impactful teaching and learning. There are a variety of definitions for these “realities” but the overarching impact is one of powerful, immersive, visual learning. Immersive virtual reality in a learner-centric environment can provide more presence and engagement for students, enabling the possibility of enhanced learning experiences relative to conventional classroom practices. This paper presents early results of a pilot study leveraging the possibilities of VR technology in service to an existing program of study in allied health services:graduates surveyed report high degrees of confidence in course materials learned by means of the custom VR components developed, reporting the adjunct course materials substantially helped learners in understanding otherwise difficult to grasp concepts of the course.
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Pfennig, Anja. "How flipped classroom teaching methods in first year studying succeed." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12792.
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Flipping the classroom is a method to let students study the science on their own and then take time to discuss their questions and do extended hands-on lectures or exercises in class – or in the case of the covid-19 pandemic during plenary online sessions. First year mechanical engineering students use different teaching materials (mainly lecture videos, lightboard videos and micro-module lectures) to study from a distance and comprehend the principle underlying science in theory. Then the online plenary lectures offer the opportunity to apply their knowledge and transfer different scientific aspects of the course to get the bigger picture. Exercises, worked solutions, self-assessed tests and peer-instruction during present time help students to check on their learning progress. However, the self-study periods and (online) plenary sessions need to be guided carefully. To meet the course learning outcome and overcome the diversity of a first year class various practical leads have to be fulfilled to turn flipped classroom teaching into success.
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Victorino, Guilherme, Roberto Henriques, and Rita Bandeira. "Teaching Design Thinking in times of COVID-19: an online learning experience." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13149.
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Due to the COVID-19 pandemic, in March 2020, the Innovation Management & Design Thinking course at NOVA IMS suddenly transitioned to a 100% online setting after only two presential classes, requiring adaptations to the learning experience, course materials and class dynamics. There were concerns that the learning experience would suffer and if it would be possible to promote empathy in an online environment. This study evaluates the impact of this disruption on the learning experience, student performance and engagement by comparing the final grades, applying two surveys and conducting in-depth interviews. Our results show that instead of a contingency situation, it turned out to be a transformative experience. Learning performance and engagement were not meaningfully affected, as students were just as able to commit to their innovation projects and produce quality outcomes. We propose that blended learning experiences will leverage the best of both online and presential worlds in the future after COVID-19 and offer specific suggestions drawn from the collected data. The results are valuable for lecturers – from any course – who want to improve their learning experience in the new reality after the COVID-19 pandemic.
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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.
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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
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Ercan, Başak. "Quality Management Concerning Use of ICT in Higher Education Language Learning Environments: A Case Study in Turkey." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.71.
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Globalization and technology have changed educational settings, and information and communication technology (ICT) literacy has become inevitable in this new era of teaching and learning. ICT is believed to help to transfer educational environments into learner-centered ones and to enhance the quality of teaching learning and management in education. Over the last fifteen years, Turkish education system has been undergoing some reforms both in schools and universities, trying to equip education settings with at least a projector, a computer and Internet access. The survey presented in this article examines language teachers’ beliefs and attitudes towards ICT in teaching English at a state university. It aims to better understand the challenges teachers face in integrating ICT in teaching and learning and thus to search for the answer to the question ‘What are the main components of quality management in ICT use in higher education language learning settings?’. A semi-structured interview and focus group discussions were used to collect data. Twenty-eight teachers participated in the survey and the results showed that the majority of the participants had positive attitudes towards the integration of ICT in language learning environments; yet some of the teachers found the practice not that easy concerning finding the most suitable materials while preparing and delivering lessons. They also stated that their lack of classroom management skills, bad student behavior hindering learning and students’ lack of using ICT made the integration of ICT into education settings quite challenging and added that the lessons were quite short to implement ICT strategies appropriately. Another noteworthy result was that the majority of the teachers’ understanding of effective use of ICT in class seemed rather limited and unproductive. Therefore, the teachers were looking for support from the management to provide them with the required equipment and technical support when necessary. They also needed exchange of experience in learning of ICT skills in language teaching, which all showing that quality management in ICT use needs developing. Concerning all these, the researcher suggests ideas to improve the quality management in ICT use in language learning in higher education institutions.
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Tambunan, Siska Nopa Br, and Kai-Lin Yang. "The tools related to mathematics teachers’ pedagogical reasoning: critical review." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12698.
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Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning.Keywords: mathematics teachers; pedagogical reasoning
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Tamarit-Aznar, María Carmen, and Ana Cristina Urquidi-Martín. "Business game to promote learning in higher education." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13456.
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The current renewal of teaching methodologies that underlie the process of construction of the EHEA aims to give students a greater role in their learning, to encourage collaborative work and to develop teaching materials that facilitate autonomous work. Therefore, the aim of this study is to provide evidence of the influence of the use of business game in the improvement of the teaching-learning process. In order to carry out the study, a questionnaire was drawn up, based on the generic competences included in the Tuning Project and the Participants students of the Faculty of Economics. Results suggest that business game in the classroom motivate students to use different theoretical frameworks to analyze problems and make decisions, fostering teamwork, leadership and creativity, all of which are skills and abilities of an executive..
Reports on the topic "Materials Study and teaching (Higher) Victoria"
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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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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo, and Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3751.
Full textAbstract:
The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.
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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.
Full textAbstract:
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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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.
Full textAbstract:
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.