Relevant bibliographies by topics / Teaching environment

Contents

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

Academic literature on the topic 'Teaching environment'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Teaching environment"

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Akhobadze, Babulia (Khatuna). "Teaching grammar in context and multilingual environment." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 119–26. http://dx.doi.org/10.22333/ijme.2021.190014.

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The Content and Language Integrated Learning (CLIL) method focuses on teaching the main subject through a foreign language. This method is already successfully used in various around the world no specific formula or textbook exists so far. Based on the study of the existing literature, the possibility of using CLIL at Universities of Georgia and its anticipated results are analyzed in the present thesis. Target language of CLIL is mostly English. In our country English for Specific Purposes (ESP) is successfully taught in many Universities. For example, at the Faculty of Economics and Business our students are taught Business using a special English textbook to learn some issues of economics and business. Teaching any curricular subject using CLIL will be twice as effective and convenient for both the student and the university than teaching English and this particular subject separately. CLIL ensures a comprehensive study of a specific subject and a high level of English language proficiency. CLIL has a significant positive impact on the growth of the students’ language competence. It helps them to achieve significant success in terms of various linguistic aspects, such as: vocabulary, terminology, academic English, etc. However, the assessment is made not in terms of language competence, but in terms of subject matter proficiency. Indeed, CLIL does not only mean language teaching - it is a complex method of using a foreign language to study a major subject. Consequently, knowledge is assessed within the competence of the main subject and thereby the language proficiency as well. With no database of textbooks for CLIL, everything is upon the teacher training, as a result of which the teacher must be able to compile a lesson plan based on different subject materials. We propose to use CLIL to teach different curricular subjects to the students of the Faculty of Economics and Business. To begin with economics, famous economists, e.g., Marshall, Robbins, Sandmo, etc. have different answers to the question "What is economics?" Therefore, the goal of the lecture course we suggest within CLIL will be to find the answer to this question.
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Giguashvili, Tsisana, and Dali Sanaia. "Teaching grammar in context and multilingual environment." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 113–18. http://dx.doi.org/10.22333/ijme.2021.190013.

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Multilingual environment has always been characteristic to Georgian reality. Today, due to current political or economic changes multilingualism has impacted the various fields including education. In this respect, Tbilisi State University is no exception, where the number of multilingual classes of ESL students of Azeri, Armenian and Georgian nationality is increasing. This process is accompanied by new challenges posed to the acquisition of the English language. The necessity of tackling these problems imposes responsibilities on English teachers, who are constantly engaged in the search for appropriate strategies and approaches fostering the proper learning process. Having a good command of a foreign language implies the acquisition of new language items and the development of all the skills and sub skills that cannot be achieved without knowing grammar as an important component for developing the receptive and productive skills. The paper aims at finding the efficient ways of teaching grammar in multilingual environment. For this purpose, the problems related to learning grammatical structures are identified and analyzed and their solutions are suggested. Reviewing the advantages and drawbacks of applying various approaches and strategies, the paper singles out teaching grammar in context and supports its utilization in the multilingual classroom with the findings demonstrated by the experiment conducted. The paper presents scholarly viewpoints regarding the above mentioned issues, inferences and concludes that the proper strategies, methods and approaches to teaching grammar should be determined considering the peculiarities of multilingual classroom so as to achieve the favourable learning outcomes.
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Kumar, Shashwat, and Sangeeta Chauhan. "Blended teaching-learning environment." GYANODAYA - The Journal of Progressive Education 14, no. 1and2 (2021): 40–42. http://dx.doi.org/10.5958/2229-4422.2021.00004.9.

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El Geddawy, Yasser, Fernando A. Mikic-Fonte, Martín Llamas-Nistal, and Manuel Caeiro-Rodríguez. "Introducing Personal Teaching Environment for Nontraditional Teaching Methods." Applied Sciences 12, no. 15 (July 28, 2022): 7596. http://dx.doi.org/10.3390/app12157596.

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Students use technology in various ways to learn. The differences in their learning goals and needs make it challenging for teachers to be more engaged in designing educational tasks, assisting, and coping with their students learning. This paper introduces a novel structure of a concept for teaching called Personal Teaching Environment (PTE). This contribution aims to provide teachers with PTE components (tools, connections and activities, and data sources) that can facilitate the fulfillment of their educational tasks for them. The main goal of this study is to define the concept of PTE and its components, as well as to investigate the most popular nontraditional teaching methods and to relate PTEs to these methods with application examples. Therefore, this paper addresses the following questions: (a) What is the structure of PTE, and how does it work? (b) What are nontraditional teaching methods’ advantages, frameworks, and successful implementation stories? and (c) How would you categorize the tool types of nontraditional teaching methods to serve PTE applications? A review was conducted to achieve these goals, and a total of 93 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including the benefits and tool types of the five studied nontraditional teaching methods (flipped classroom, problem-based learning, gamification, case study, and social media-centered). Based on the results, the authors established significant examples for teachers who aim to use one or more of those nontraditional teaching methods through the adoption and utilization of the PTE applications.
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Handoko, Handoko, and Ayumi Ayumi. "Teaching Writing in Blended Environment." JURNAL ARBITRER 8, no. 2 (October 27, 2021): 197. http://dx.doi.org/10.25077/ar.8.2.197-206.2021.

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The article aims to describe the implementation blended learning environment in teaching writing skills. The research is based on the blended learning framework that integrates face-to-face methods and online learning methods. The face-to-face method is given to see students' activeness in delivering ideas and brainstorming before writing essays. The online learning method is used to see students' ability to elaborate ideas from drafting to become a complete essay. Thus, students can be effective in learning in class to discuss their draft an essay and not spend much time writing. The implementation of blended learning was distributed to three session: brainstorming, drafting, and final writing. The evaluation was done for each cycle. After the evaluation, students get feedback for their performance in the previous session. The result post-test shows that students in the experimental class have indicated a significant improvement in essay writing performance with significance 0,06>0,05 with an average score of 76,35. The result of the research is very important as a framework to develop learning models for teaching writing at universities.
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McDonald, Chris, and Kamran Kazemi. "Improving the PVM teaching environment." ACM SIGCSE Bulletin 29, no. 1 (March 1997): 219–23. http://dx.doi.org/10.1145/268085.268167.

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de Wit, Hans. "Teaching in an International Environment." Journal of Studies in International Education 5, no. 3 (September 2001): 255–59. http://dx.doi.org/10.1177/102831530153006.

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Novak, Robert, and Terrence Gavin. "Teaching "Lead in the Environment"." Bulletin of Science, Technology & Society 8, no. 4 (August 1988): 424–26. http://dx.doi.org/10.1177/027046768800800412.

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White, James E. "Teaching with CAL: A Mathematics Teaching and Learning Environment." College Mathematics Journal 19, no. 5 (November 1988): 424. http://dx.doi.org/10.2307/2686665.

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White, James E. "Teaching with CAL: A Mathematics Teaching and Learning Environment." College Mathematics Journal 19, no. 5 (November 1988): 424–43. http://dx.doi.org/10.1080/07468342.1988.11973151.

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Dissertations / Theses on the topic "Teaching environment"

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Johnson, Michelle E. "The Teaching and Learning Environment: The Eating Environment." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8550.

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Cameron, Nancy G. "Teaching in the Online Environment." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7044.

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Kraria, Hocine. "Computer assisted collaborative design in a teaching environment." Thesis, University of Strathclyde, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399142.

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Gawell, Anders, and Anton Kallin. "Teaching software testing in a modern development environment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-261162.

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All developers understand the benefits of testing their code to ensure its functionality. Today’s market is moving further towards design principles where testing is a central or driving force during development. This puts a certain pressure on academia to supply these skills to their students.Recently the course II1302 Projects and project methods at the Royal Institute of Technology in Kista made a concerted effort to introduce the students of the course to these modern concepts. This thesis investigates how areas of testing can effectively be introduced to the students in the course, utilizing a tailored example that takes the area of testing into particular consideration and how to automate it via DevOps-tools provided by a cloud-based service. Further, it also makes an attempt to provide additional material to be used for teaching testing in conjunction with the example provided.The case study covers the development of an example application, meant to mirror a typical student project. It also covers how this was used for teaching the students about the testing areas considered. The covered testing areas include unit testing, integration testing and UI testing. With these given testing areas, the application and an associated learning module was developed for each area in question. Relevant standards, strategies and approaches was also identified for each of these areas.The thesis also presents important properties to take into consideration when developing similar examples in the future, based on the experiences obtained during the study. These include needs such as understandable by inexperienced students, applicability outside the course, adherence to established standards, tools that are simple to use and an architectural structure that allows for testing.Some improvements are also recommended: the students would benefit from learning software testing from an early stage of their studies. The content of the learning modules should also be brought to the students earlier in the course, so it can be applied in their projects at an early stage as well.Further research is also recommended to evaluate the suitability of using other cloud-based environments instead, and to evaluate the applicability of the learning modules for students of varying disabilities.
Alla utvecklare förstår fördelarna med att testa kod för att garantera dess funktionalitet. Dagens industri går i en riktning där testning spelar en central del av design under utveckling av mjukvara. Denna tendens lägger en viss press på högskolan att lära ut dessa erfarenheter till dess studenter.På senare tid har kursen II1302 Projekt och projektmetoder på Kungliga Tekniska Högskolan i Kista tagit en stor ansats för att introducera sina studenter inför dessa moderna koncept. Denna uppsats undersöker hur testningsområdet effektivt kan introduceras till studenterna inom denna kurs, genom att utnyttja ett egengjort exempel som har området i fokus, samt att automatisera detta via DevOps-verktyg tillhandahållna av molnbaserade tjänster. Dessutom görs även en ansats för att tilldela ytterligare material som kan användas för att lära ut testning av mjukvara i samband med det givna exemplet.Fallstudien omfattar utvecklingen av en exempelapplikation, som var avsedd att likna ett typiskt studentprojekt. Den täcker även hur denna användes för att lära ut de betraktade testningsområdena till studenterna. De täckta områdena av testning inkluderar enhetstestning, integrationstestning och testning av användargränssnitt. Med dessa givna testningsområden utvecklades både applikationen och dess associerade lärmoduler för vardera testningområde i fråga. Relevanta standarder, strategier och metoder var också identifierade för vardera av dessa områden.Denna uppsats presenterar även ett antal viktiga egenskaper att hålla i åtanke vid utveckling av liknande exempel i framtiden, baserat på erfarenheterna från studien. Detta inkluderar behov som tillgänglighet för mindre erfarna studenter, applicerbarhet utanför själva kursen, tillämpning av etablerade standarder, utnyttjande av lättanvända verktyg och en arkitektur som tillåter testning.Några förbättringar föreslås även: studenterna skulle gynnas av att lära sig om mjukvarutestning i ett tidigt skede av sina studier. Innehållet i lärmodulerna bör även presenteras för studenterna tidigare i kursen för att kunna appliceras i deras projekt.Ytterligare forskning rekommenderas även för att utvärdera andra lämpliga molnbaserade miljöer, samt för att utvärdera tillämpbarheten av lärmodulerna hos studenter med inlärningssvårigheter.
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Traise, Amy K. "Mathematics knowledge for teaching and the classroom environment." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87431/1/Amy_Traise_Thesis.pdf.

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This study investigated the classroom environment in an underperforming mathematics classroom. The objectives were: (1) to investigate the classroom environment and identify influences upon it, and (2) to further explore those influences (i.e., teacher knowledge). This was completed using a diachronic case study approach in which data were gathered during lesson observations and coaching sessions. These data were analysed to describe and exemplify the classroom environment, then further described against forms of teacher knowledge. Conjectures regarding the importance of teacher knowledge of content were made which formed a base for developing a model of teacher planning and pedagogy.
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DeVault, Carol Aline. "Working for the environment: Pathways to environmental careers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1909.

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Fifteen professionals in a variety of environmental occupations in the United States were interviewed in a structured, open-ended format. Job profiles were developed from the interviews. The philosophy of these environmental professionals is expressed in their own words and offers insights into influences upon career choice, professional training and personal fulfillment. In addition, environmental related career activity guides were developed to help students and their parents and teachers gain an awareness of the occupations available in this field.
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Langdon, Paul. "Built environment education : a curriculum paradigm." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.

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The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.
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Phillips, William. "A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2416.

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Higher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some characteristics, strategies and procedures carryover into the online classroom. The new teaching environment presents an evolving spectrum of possibilities for the online professor, a new paradigm for teaching and learning. This research provides a multi-dimensional case study of the online teaching persona of four successful undergraduate college professors. The literature presents mounting evidence of the growth and momentum of the online college education. Also, the literature presents evidence that multiple resources become necessary if best practices and strategies are to be successfully integrated into online courses. The research has found that a persona change occurs when the faculty member transitions from the face-to-face to the online classroom. Utilizing this foundation, this study adds to the literature and clarifies the online teaching persona, incorporated characteristics, and strategies used by four successful undergraduate professors in a large university setting in the southern United States. Using face-to-face interviews and (non-participant) class observation, this researcher determined the transitory nature of the online teaching persona of the four participants in the study. The study revealed the characteristics, methods and strategies that enable the online professor to successfully deliver undergraduate courses using the World Wide Web.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
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Boyd, Aaron T. T. (Aaron Thomas Thalman) 1976. "Educational fusion : a distributed visual environment for teaching algorithms." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80222.

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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (leaves 56-58).
by Aaron T.T. Boyd
S.B.and M.Eng.
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Falkner, Morgan. "Natural Resources Workshop: Teaching the Teachers About the Environment." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295700.

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Books on the topic "Teaching environment"

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Shevick, Edward. Environment: Explorations in environmental science. Carthage, IL: Teaching & Learning Co., 1998.

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Disinger, John F. Teaching activities in science/society/technology/environment. Columbus, Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Ohio State University, College of Education and School of Natural Resources, 1988.

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Disinger, John F. Teaching activities in science/society/technology/environment. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1986.

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Marx Gómez, Jorge, and Sulaiman Mouselli, eds. Modernizing the Academic Teaching and Research Environment. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74173-4.

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Teaching CAD 2 (teaching engineering drawing/design in a computerised environment) (conference) (25 April 1987 Royal Military College of Science, Shrivenham). Teaching CAD 2: Teaching engineering drawing/design in a computerised environment. Westbury: Institution of Engineering Designers, 1987.

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Teaching CAD 3 (teaching engineering drawing/design in a computerised environment) (conference) (9 April 1988 Royal Military College of Science, Shrivenham). Teaching CAD 3: Teaching engineering drawing/design in a computerised environment. Westbury: Institution of Engineering Designers, 1988.

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Kimberley, Michael M. Discussing the environment. Hoboken, NJ: Wiley, 2010.

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Focus, Junior. The changing environment. Leamington Spa: Scholastic, 1999.

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The living environment. New York, NY: Glencoe/McGraw-Hill, 2007.

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1959-, Lawson Jennifer E., ed. Soils in the environment. Winnipeg: Peguis Publishers, 2001.

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Book chapters on the topic "Teaching environment"

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Carter, John Lando, and Kevin S. Krahenbuhl. "Risk-Ready Environment." In Teaching Signature Thinking, 37–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003201380-4.

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Hay, Penny. "The learning environment for art." In Teaching Art Creatively, 114–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315691114-6.

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de Holanda, Frederico. "Inserting Urbanity in a Modern Environment." In Teaching Urban Morphology, 185–203. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76126-8_11.

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Andere M., Eduardo. "Finland’s Teaching and Learning Environment." In Teachers' Perspectives on Finnish School Education, 193–322. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02824-8_7.

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Elsom-Cook, Mark T. "Environment Design and Teaching Intervention." In Simulation-Based Experiential Learning, 165–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78539-9_12.

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Kille, Tarryn, Paul Bates, and Patrick S. Murray. "Peer Observation in the Online Learning Environment." In Teaching for Learning and Learning for Teaching, 79–97. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9_6.

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Singh, Narayani. "Community Health and Environment." In Transformative Teaching Around the World, 55–59. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003213840-11.

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Tange, Hanne. "Researching teaching practices." In Teaching Practices in a Global Learning Environment, 5–13. Other titles: Global connections. Description: New York : Routledge, 2020. | Series: Global connections: Routledge, 2020. http://dx.doi.org/10.4324/9781315398662-2.

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Lelli, Nadia Kristen. "Physical Classroom Environment and Anxiety: Primary School Teachers’ Consideration of Their Physical Classroom Environment." In Reflective Practice in Teaching, 183–88. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_27.

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Yin, Feifei, and Jing Yi. "Environment Settings in College Computer Room." In Advanced Technology in Teaching, 235–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_36.

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Conference papers on the topic "Teaching environment"

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Bourdakis, Vassilis, and Dimitris Charitos. "Teaching Virtual Environment Design." In eCAADe 2002: Connecting the Real and the Virtual. eCAADe, 2002. http://dx.doi.org/10.52842/conf.ecaade.2002.042.

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Walletzký, Leonard, and Zuzana Schwarzová. "TEACHING IN MULTICONTEXTUAL ENVIRONMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1444.

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Bliss, Stacey. "Internal Environment as First Learning and Teaching Environment." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442702.

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Lehmann, Stefan, and Thomas Overberg. "Interactive learning and teaching environment." In ACM SIGGRAPH 97 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '97. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/259081.259400.

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Denysenko, Vitalina. "TEACHING IN THE ONLINE ENVIRONMENT." In MODALITĂȚI CONCEPTUALE DE DEZVOLTARE A ȘTIINȚEI MODERNE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/20.11.2020.v3.04.

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Stepan, Vladimir, and Jiří Žára. "Teaching tennis in virtual environment." In the 18th spring conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/584458.584467.

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McDonald, Chris, and Kamran Kazemi. "Improving the PVM teaching environment." In the twenty-eighth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/268084.268167.

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Moreno Lopez, Gustavo A., Jovani A. Jimenez Builes, and William S. Puche. "Ubiquitous Personal Learning Environment model (uPLEMO)." In 2016 Technologies Applied to Electronics Teaching (TAEE). IEEE, 2016. http://dx.doi.org/10.1109/taee.2016.7528383.

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Tweed, Chris. "A Computing Environment for CAAD Education." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.136.

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Tweed, Chris. "A Computing Environment for CAAD Education." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.136.

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Reports on the topic "Teaching environment"

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Barnett, Bradford R. Teaching Joint Doctrine in the Non-Resident Professional Military Education Environment. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada387699.

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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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Kaygorodtseva, N. V., and V. B. Luzgina. A course of lectures "Teaching skills in information and educational environment of the University". Science and Innovation Center Publishing House, September 2017. http://dx.doi.org/10.12731/ofernio.2017.23135.

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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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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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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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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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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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