Relevant bibliographies by topics / Teaching and learning processes

Academic literature on the topic 'Teaching and learning processes'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Teaching and learning processes"

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Bunkers, Sandra Schmidt, and Mary J. Isaacson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 2 (April 2001): 115–19. http://dx.doi.org/10.1177/08943180122108292.

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Bunkers, Sandra Schmidt, and Margot L. Nelson. "Teaching-Learning Processes." Nursing Science Quarterly 14, no. 3 (July 2001): 199–204. http://dx.doi.org/10.1177/08943180122108436.

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Liantoni, Febri, Rachman Arief, and Nanang Fakhrur Rozi. "Improving Learning Processes With Online Teaching." SPIRIT OF SOCIETY JOURNAL 2, no. 2 (March 30, 2019): 101–6. http://dx.doi.org/10.29138/scj.v2i2.665.

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Institutions of higher education do not only act as media for the educational process but must also become learning organizations. Various learning support facilities are widely available in this age of technology. One means that can be used is the Internet. The internet is a useful tool for accessing information in various formats from all over the world. The internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training is carried out with Google classroom application material and the creation of learning video content. Using Google classroom can give students access to online learning. The training is carried out by direct practice using each lecturer's notebook. The results obtained during the training showed very high lecturer enthusiasm. The training makes the lecturers have the ability to better manage the lecture material, the skills of lecturers also increase by doing the practice directly. The ability of lecturers in interpersonal communication also increases with class collaboration. Through training can make changes in cognitive abilities, motor skills, values ??of affection, emotional values, and spiritual values.
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Mcnamara, Olwen, and Jean Conteh. "Teaching and learning as socio-cultural processes." Education 3-13 36, no. 3 (August 2008): 203–5. http://dx.doi.org/10.1080/03004270802217611.

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NAE, Florentina Laura. "TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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Harris, Edward. "Effects of Experiential Learning on Formal Teaching and Learning Processes." Equity & Excellence in Education 24, no. 3 (July 1988): 41–42. http://dx.doi.org/10.1080/1066568880240312.

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Suwarni, Endah, and Bambang Budiprayitno. "Innovation on Teaching-Learning Technology based on Visual and Simulation to Improve the Effectiveness and Efficiency in Teaching-Learning Financial Accounting Processes." Journal of Advanced Research in Dynamical and Control Systems 11, no. 11 (November 20, 2019): 142–49. http://dx.doi.org/10.5373/jardcs/v11i11/20193179.

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Moreno Mojica, Claudia María, and Julián Andrés Barragán Becerra. "Pedagogical practices and learning processes." ÁNFORA 26, no. 46 (December 12, 2018): 91–100. http://dx.doi.org/10.30854/anf.v26.n46.2019.559.

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Objective: to identify the configuration and institutionalization of pedagogical practices and teaching processes in the discipline of nursing, as well as the proposals that emerge for the integral human development, according to the humanistic approach underlying the profession. Methodology: integrative literature review based on the question: What are the scientific products that suggest the configuration and institutionalization of pedagogical practices and learning processes in nursing? Results: 78 articles were selected of which 58 formed the final sample which allowed for the structuring and analysis of two categories: pedagogical practices, a process of reflection and transition; critical pedagogy and learning processes, a challenge for the discipline. Conclusions: Nursing has a legacy of biomedical-traditional educational models, which have shaped a positivist teaching-learning process. In this historical process, one of the priorities is knowing the model institutionalized by academic programs with the aim of discussing and rethinking its coherence with the disciplinary phenomenon: care.
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Milton, Constance L. "Teaching-Learning in Community." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 137–39. http://dx.doi.org/10.1177/0894318412437959.

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Metaphors are creative learning devices that may illustrate novel and different meanings in teaching-learning situations. In this column, the author discusses possible meanings of the metaphor of nurse as guest in nurse-community relationships from a humanbecoming theoretical lens. Humanbecoming teaching-learning essences, paradoxes, and processes are used to illustrate potential ethical meanings and implications for nurse practice.
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Jaiswal, Preeti. "Using Constructive Alignment to Foster Teaching Learning Processes." English Language Teaching 12, no. 6 (May 5, 2019): 10. http://dx.doi.org/10.5539/elt.v12n6p10.

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This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students’ accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students’ progression in learning and in augmenting their academic skills. Biggs’ model of constructive alignment, Biggs’ SOLO taxonomy and Bloom’s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.
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Dissertations / Theses on the topic "Teaching and learning processes"

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Haji, Morni Hajah Asmah. "The quality of teaching and learning processes in Brunei preschools." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341190.

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McShea, John Francis. "Telematics and the processes of teaching and learning in teacher education." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286498.

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Pareja, José I. "Prospective faculty developing understanding of teaching and learning processes in science." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2007. http://etd.umsl.edu/r2561.

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Bouchard, Josée. "Physics students' approaches to learning and cognitive processes in solving physics problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100325.

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This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data.
Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.
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Benn, Patricia J. A. "The adoption of a virtual learning environment in a teacher education institution : the processes and tensions." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33633/.

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The study investigates the processes by which a teacher education institution in Antigua and Barbuda learns to use Moodle, a Virtual Learning Environment (VLE), as a tool to offer courses online. Also under investigation were the tensions inherent in this change process. The research employs elements of the Activity Theory framework proposed by Engeström, (1999) namely, the principle of multi-voicedness which gives voice to the multiple perspectives of the participants and contradictions or tensions which are inherent disturbances to understand the social system under investigation. In this qualitative research, the data were generated from multiple sources, including multiple interviews with participants, personal journal entries, and workshop evaluations. Most of the data presentation and analysis took place concurrently. The process of learning to use Moodle took place over a three year period and involved 4 main training events. The study points to the critical role of leadership in articulating a clear direction of where the institution wants to go and providing the technological and psychological support to propel the adoption. Other tensions arose as a result of the multiple initiatives to which the participants were adjusting at that time. Tensions also arose when some participants’ desire to be professional converged with limited typing and computer skills, unreliable internet service and the additional time required for designing courses for online/blended delivery. Several recommendations are made including, the need for a) clearly articulated vision, b) policies related to mandatory adoption, c) budgetary allocation, and d) assessment of the readiness of the institution to embark on the initiative.
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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.

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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.

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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
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Rollins, Julia Helzer. "Examining Implementation Processes of Positive Behavior Support." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2895.

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This study is a summary of themes found in the meeting notes of school teams implementing school-wide Positive Behavior Support. Positive Behavior Support (PBS) is a systems change process of reorganizing a school's discipline structure to put in place a positive, teaching and reinforcing focus for the improvement of student behavior (Sugai & Horner, 2006). In recent years, education researchers have established that school-wide PBS is an effective way to deliver research- based interventions to improve student behavior (Colvin & Kameenui, 1993, Gottfredson, Gottfredson, & Hybl 1993; Taylor-Green & Kartub, 2000). This study focused on the implementation process in order to gain insights on successes and difficulties encountered by school teams during implementation of PBS. This study utilized meeting notes from 22 school teams that received implementation support from Utah's Academic, Behavior and Coaching Initiative (ABC-UBI). These school teams had at least 3 years of implementation support from ABC-UBI and 3 years of data from the School-Wide Evaluation Tool (SET). The SET provided data indicating the fidelity of implemenation of PBS. From these 22 school teams, 628 total meeting notes were examined using grouded theory and an open-coding process. School teams were divided into 3 implementation patterns according to their SET data: consistently high implementing schools, increasing implementation schools and inconsistently implementing schools. A total of 13 themes were established, through multiple measures of inter-rater reliability, as being present in the meeting notes. According to prevalence rates, there were 2 major themes and 4 minor themes indicated in the meeting notes. The major themes indicated that making assignments and data collection were important to successful school teams. The minor themes indicated that meaningful individual rewards for students, regular staff professional development, utilization of tools provided by ABC-UBI and teaching and posting expectations were important to successful schools. Difficulties with data collection were indicated as being associated with inconsistently implementing schools. From the themes it was inferred that public accountability and the creation of professional learning communities were important factors in consistent and successful PBS implementation.
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Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.

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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013
This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.
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Poldma, Tiiu Vaikla. "An investigation of learning and teaching processes in an interior design class : an interpretive and contextual inquiry." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19491.

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This dissertation describes the teaching and learning experiences of teachers and students in an interior design class. Student-teacher studio interactions were videotaped and documented during the 2000-2001 academic school year, in a three-year bachelor interior design university program. Phenomenological and interpretive methods were used for the gathering, analysis and interpretation of the data. The questions that guided the study include (1) What happens in the interior design class, (2) How do teachers respond to perceived problems of understanding, and how do I work with my colleagues to tailor the ways that we see students learning the design process, and (3) A study of the learning environment: what are the students doing and how do they respond to our ideas. The purpose was to understand meanings held in design processes as student-situated experiences in the design studio. The analysis was done as dialectic between narrative text and diagrammatic conceptual analysis. Individual conversations were interpreted and analysed through the use of reflective analytic memoing and visual diagrams conceptualising of the issues and emerging analysis. There were many underlying messages that became evident during the data analysis itself. The data revealed that students were frustrated by several underlying messages. Negotiations and dynamics operated in both the self-contained data group and within the larger social design studio milieu itself. The data captured many issues that remained unanswered until theoretical sampling was conducted later in the analysis phase. This theoretical sampling consisted of further conversations with the data group students, focus groups, individual conversations with colleagues and students, and a comparative teaching experience with a new group of students in the same studio class one year later. The culmination of the original data, the conversations, the comparative data analysis and subsequent reflective analysis revealed the difficulties in capturing the nature of the design process and in defining what is interior design. Clarification of meaning in interior design lays the foundation for the design process exploration. Emergent issues include the need for teacher and student reflexive thinking that reaches beyond the confines of the studio, and the importance of the interrelationship between the teacher and the student in creating the learning experience.
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Books on the topic "Teaching and learning processes"

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Temple, Charles A. Language arts: Learning processes and teaching practices. 2nd ed. Glenview, Ill: Scott, Foresman, 1989.

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Temple, Charles A. Language arts: Learning processes and teaching practices. 2nd ed. Glenview, Ill: Scott, Foresman, 1989.

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Gaffney, Janet S. Two-tiered scaffolding: Congruent processes of teaching and learning. Washington, D.C: Educational Resources Information Center, 1991.

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Chan, Wai Meng. Processes and process-orientation in foreign language teaching and learning. Berlin: De Gruyter Mouton, 2011.

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Branch, Alberta Student Evaluation. Evaluating students' learning and communication processes: Diagnostic teaching units: science. Edmonton, AB: Alberta Education, Student Evaluation Branch, 1993.

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Chan, Wai Meng, Kwee Nyet Chin, Masanori Nagami, and Titima Suthiwan, eds. Processes and Process-Orientation in Foreign Language Teaching and Learning. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9781614510185.

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Kris, Bosworth, and Hamilton Sharon J, eds. Collaborative learning: Underlying processes and effective techniques. San Francisco, Calif: Jossey-Bass, 1994.

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Evensen, Dorothy H. Group learning contexts and processes within law schools. Newtown, PA: Law School Admission Council, 2006.

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British Psychological Society. Education Section., ed. Research on teaching-learning processes: Theory into practice : practice into theory. [UK]: Education Section of the British Psychological Society, 1999.

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Branch, Alberta Student Evaluation. Evaluating students' learning and communication processes: Diagnostic teaching unit: language arts. Edmonton: Alberta Education, Student Evaluation Branch, 1993.

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Book chapters on the topic "Teaching and learning processes"

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Johnson, Keith. "Some learning processes." In An Introduction to Foreign Language Learning and Teaching, 93–105. Keith Johnson. Description: Revised third Edition. |: Routledge, 2017. http://dx.doi.org/10.4324/9781351213868-6.

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Dziubalska-Kołaczyk, Katarzyna, Anna Balas, Geoffrey Schwartz, Arkadiusz Rojczyk, and Magdalena Wrembel. "Teaching to Suppress Polglish Processes." In Second Language Learning and Teaching, 235–47. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_15.

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Clements, Douglas H., and Julie Sarama. "Mathematical Processes and Practices." In Learning and Teaching Early Math, 303–11. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-13.

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Šeďová, Klára, Zuzana Šalamounová, Roman Švaříček, and Martin Sedláček. "Generic Processes Behind Dialogic Teaching Implementation: Discussion and Conclusion." In Understanding Teaching-Learning Practice, 157–82. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9243-0_8.

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Hattie, John, and Klaus Zierer. "Where learning becomes visible: Teaching and learning processes." In Visible Learning Insights, 63–90. Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781351002226-6.

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Hawkins, Jennifer Anne. "Teaching and Learning Processes, Equality and Collaboration." In Brain Plasticity and Learning, 159–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83530-9_5.

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Majchrzak, Olga. "Analysis of Students’ L1 and L2 Writing Processes." In Second Language Learning and Teaching, 137–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69560-0_5.

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Rao, R. Venkata. "Parameter Optimization of Machining Processes Using TLBO Algorithm." In Teaching Learning Based Optimization Algorithm, 181–90. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22732-0_13.

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Rao, R. Venkata. "Multiobjective Optimization of Machining Processes Using NSTLBO Algorithm." In Teaching Learning Based Optimization Algorithm, 191–222. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22732-0_14.

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Thibaut Paez, Patricia. "Teaching and Learning Processes in a School Learning Network." In Open Learning and Teaching in Educational Communities, 594–95. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_86.

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Conference papers on the topic "Teaching and learning processes"

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Inkermann, David, Hendrik Lembeck, Alexander Brandies, and Thomas Vietor. "REFLECTION IN AGILE LEARNING-TEACHING PROCESSES." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.79.

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Bušljeta Kardum, Rona, and Marko Kardum. "DEVELOPING DISRUPTIVE TEACHING AND LEARNING PROCESSES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0222.

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Chiodo, Elisa, and Michele Aquila. "TEACHING NEW DESIGN PROCESSES TO ENVISION FUTURE SCENARIOS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1841.

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Mullins, Duncan, Jessica Swenson, and Karen Miel. "Pre-Service Faculty Learning Processes and Teaching Approaches." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962688.

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Mehnen, Lars, Birgit Pohn, Matthias Blaickner, Thomas Mandl, and Isabel Dregely. "Teaching & Learning Analytics for Data-Based Optimization of Teaching and Learning Processes in Courses with Blended Learning." In 2022 International Conference on Software, Telecommunications and Computer Networks (SoftCOM). IEEE, 2022. http://dx.doi.org/10.23919/softcom55329.2022.9911349.

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Prabhakar, A. "Eduoutreach: A suite of business processes for online teaching." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654422.

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Ronquillo, Divina Gracia D., and Tirso A. Ronquillo. "Implementing Outcomes-Based in Electronics Engineering of Batangas State University: Motivations, processes, challenges." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062579.

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Múnera, Carlos Alberto Areiza. "Virtual Classrooms As Pedagogical Mediation In Teaching-Learning Processes." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.125.

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Tica, Ana E. Velasquez, Carlos Quispe, Hugo D. Calderon-Vilca, Mario Aquino Cruz, Carlos Frisancho Enriquez, and Jaime Guevara Rios. "Case-Based Learning and Flipped Classroom for Teaching Administrative Processes." In 2021 XVI Latin American Conference on Learning Technologies (LACLO). IEEE, 2021. http://dx.doi.org/10.1109/laclo54177.2021.00026.

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Križanić, Snježana, Larisa Hrustek, and Katarina Tomičić-Pupek. "RAISING THE READINESS FOR USING DIGITAL TECHNOLOGIES IN TEACHING PROCESSES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1369.

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Reports on the topic "Teaching and learning processes"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Pylypenko, Olha S., Tetiana H. Kramarenko, and Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
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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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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.

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This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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8

Jiménez, Carmen Rodríguez, Juan Carlos De la Cruz Campos, María Natalia Campos Soto, and Magdalena Ramos Navas-Parejo. Teaching and Learning Mathematics in Primary Education: the role of ICT. A systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0083.

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Review question / Objective: The aim of this paper is to provide a detailed view of how the role of ICT is being dealt with in the scientific literature within the mathematics teaching-learning process , specifically at the Primary Education stage, as this has certain specific characteristics that influence this process. The aim is to show the state of this literature and of this research, to check where the focus of attention is, what aspects are highlighted and researched, what elements the research focuses on and where the greatest innovations can be found. Condition being studied: Innovative methodologies using ICT for teaching mathematics in primary education, which can be very effective and appropriate for the students of the 21st century.
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Shyshkina, Mariya, and Uliana Kohut. The Method of Using the Maxima System for Operations Research Learning. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3172.

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In the article, the problems of using the systems of computer mathematics (SCM) as a tool to support the teaching and research activities in the field of informatics and mathematics disciplines training are investigated. The role of SCM in the process of bachelors of informatics training and special aspects of pedagogical applications of these systems in the “Operations research” study is defined. The aim of the article is the justification of the Maxima system use of in the process of “Operations research” teaching in pedagogical university as enchasing the investigative approach to learning and determination of the perspective ways of its introduction. The main characteristics of SCM Maxima and the ways of access organizing to it both in local and the cloud-oriented implementation are considered. The results of the pedagogical experiment on the Maxima application to support the investigative approach to operation research study and the analysis of its conclusions are reported.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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