Relevant bibliographies by topics / University learning and teaching

Contents

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

Academic literature on the topic 'University learning and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "University learning and teaching"

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Hong, Hyojeong, and Jaykyung Lee. "Identifying teaching competencies Blended Learning in University." Journal of Educational Technology 32, no. 2 (June 30, 2016): 391–425. http://dx.doi.org/10.17232/kset.32.2.391.

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Dyomina, O. A., and I. A. Tepleneva. "Modification of Teaching/Learning Strategies of University Teaching Staff." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (July 29, 2020): 156–67. http://dx.doi.org/10.31992/0869-3617-2020-29-7-156-167.

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The paper considers the problem of changing the traditional model of higher education into the up-dated model of blended learning. The paper focuses on the problem of changing the teaching/learning strategies as the necessary condition for creating and improving the modified educational environment at Universities taking into consideration the advanced achievements in science and social development. The article dwells on the existing possibilities for a student-centered teaching/learning process where the student creates his individual educational track. The authors have considered the reimagining means of teaching/learning strategies for teaching staff by aiming at effective blended learning. Having analyzed the results of pilot studies, shortcomings of conventional teaching and statistical information on graduate employment, the authors have stated the fact that neither conventional teaching nor the so-called innovative educational technologies could close the gap between educational aims and results. The acute shortage of up-dated theoretical psychological and peda gogical knowledge as well as the lack of due consideration for reimagining of teaching/learning strategies have been suggested as the deep-rooted causes of this gap. The paper suggests the definition of teaching/learning strategies and the developed model of their application for University educational environment. The authors have shown the existed blended learning models and the experience of their implementation in the Russian Federation and abroad. The role of educational moderator at creating a new type of teaching/learning interaction by using a Tutorial FL Navigator has been justified and illustrated by FLT at University. The student turns into a member of academic community while entering the environment of Content and Language Integrated Learning Project (CLILP). The potential prospects of blended learning model have been analyzed using the project method in teaching foreign languages (Content and Language Integrated Learning Project). The conclusion of blended learning effectiveness for transformation the general foreign language teaching into expanded professional education has been drawn on the base of obtained empiric and statistical evidence.
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Samkin, Grant, and Lesley Stainbank. "Teaching and learning." Meditari Accountancy Research 24, no. 3 (August 8, 2016): 294–317. http://dx.doi.org/10.1108/medar-05-2016-0062.

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Purpose Positioned within a framework of challenges facing universities, this paper aims to focus on challenges faced by teachers of accounting as a business discipline to ensure it remains relevant in a fast-moving and changing environment. Design/methodology/approach Drawing on a variety of sources, this paper explores a number of issues surrounding teaching and learning in the current university environment. The seven papers that make up the special issue are located within a framework which is used to illustrate how each one contributes to the field. This paper is primarily discursive in nature. Findings The theoretical, methodological and empirical approaches used in the papers that make up this special issue are described. In addition, the paper suggests that to remain relevant, teaching and learning will remain an important area for future research. Practical implications This paper on teaching and learning is of interest to accounting teachers and researchers, university managers and members of the accounting profession. Originality/value This special issue provides a range of examples of research relevant to teaching and learning and sets an agenda for future research.
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Benta, D., G. Bologa, S. Dzitac, and I. Dzitac. "University Level Learning and Teaching via E-Learning Platforms." Procedia Computer Science 55 (2015): 1366–73. http://dx.doi.org/10.1016/j.procs.2015.07.123.

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Marcelo-García, Carlos, Carmen Yot-Domínguez, and Cristina Mayor-Ruiz. "University teaching with digital technologies." Comunicar 23, no. 45 (July 1, 2015): 117–24. http://dx.doi.org/10.3916/c45-2015-12.

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This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.
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Lyashenko, M. S. "Implementation of Web-Based Technologies into Teaching and Learning Practices in the University." International Journal of Information and Education Technology 6, no. 3 (2016): 243–46. http://dx.doi.org/10.7763/ijiet.2016.v6.693.

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Huber, Ludwig. "Teaching and Learning: Students and University Teachers." European Journal of Education 24, no. 3 (1989): 271. http://dx.doi.org/10.2307/1502745.

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McKeachie, W. J. "Recent research on university learning and teaching." Academic Medicine 67, no. 10 (October 1992): S84–7. http://dx.doi.org/10.1097/00001888-199210000-00046.

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Hunt, Elena. "Cultural Safety in University Teaching and Learning." Procedia - Social and Behavioral Sciences 106 (December 2013): 767–76. http://dx.doi.org/10.1016/j.sbspro.2013.12.088.

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Ludvigsson, Jonas F. "BIGGS' TEACHING FOR QUALITY LEARNING AT UNIVERSITY." Journal of Pediatric Gastroenterology and Nutrition 36, no. 4 (April 2003): 513–14. http://dx.doi.org/10.1097/00005176-200304000-00028.

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Dissertations / Theses on the topic "University learning and teaching"

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Coleman, James Alexander. "University language learning and teaching." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.

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Tserendorj, Navchaa, Uranchimeg Tudevdagva, and Ariane Heller. "Integration of Learning Management System into University-level Teaching and Learning." Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-103595.

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With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.
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González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments." University of Sydney, 2009. http://hdl.handle.net/2123/6401.

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Doctor of Philosophy (PhD)
This research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
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Dewstow, Ross Albert. "Using the Internet to Enhance Teaching at The University of Waikato." The University of Waikato, 2006. http://hdl.handle.net/10289/2241.

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The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff teaching online remaining fairly constant. This thesis sets out to investigate why the use of online teaching at the University has not increased to a point where a majority of staff are using online teaching to at least supplement their classroom teaching. Previous research into online teaching and learning focused heavily on technology barriers and lack of access to computers and the Internet. It is the position of the researcher that this lack of access is no longer a valid reason for academics not to use online environments for teaching and learning in a tertiary environment. This study hypothesized that enhancing their teaching using online technologies may be related to the culture of different subjects, disciplines and Schools of study. Accordingly three groups of lecturers from different Schools within the University were invited to participate in focus group interviews. Questions asked were related to their approach to teaching in their subject areas, the culture of their Schools and the University, as well as their reflections on teaching online. The study found that there was a strong relationship between the use of online technologies and subject areas as well as the culture that exists within the School of study. The influence of University management on the use of online technologies was also highlighted. But more surprising was the relationship between trained teachers in the University, and their uptake and use of online technologies. To take advantage of the changing student population, with their greater awareness and use of computing and new technologies, the University of Waikato, and indeed many other similar institutions, are now at a technological and educational crossroad. Decisions need to be made by senior management regarding the importance of the Internet and emerging media technologies in shaping the teaching and learning environment of tomorrow's University.
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Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Vaca-Cárdenas, Mónica Elva. "Experiences and pedagogy: A qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38233.

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Doctor of Philosophy
Curriculum and Instruction Programs
F. Todd Goodson
This qualitative case study examined how successful professors who were awarded the Coffman Chair for University Distinguished Teaching Scholars at Kansas State University describe their teaching experiences, philosophies, and best practices in undergraduate teaching and learning. Educators today is concerned about what are the best practices to educate new generation students to survive in a rapidly changing world. Additionally, because most research focus on best practices on the implementation or evaluation of a specific methodology, method, or strategy in one particular course or program, this research addressed the need to investigate the teaching experiences, philosophies, and best practices of outstanding award winner professors in different areas to understand the challenges they face and the ways they handle undergraduate teaching and learning. This qualitative case study was informed by Critical Theory as the theoretical framework, grounded in Constructivism, because critical theory cares about social justice while abandoning obsolete, elitist and antidemocratic features of traditional concepts of education. Eight distinguished teaching scholars, who belong to Psychological Sciences, School of Integrated Studies, Political Sciences, Horticulture and Natural Resources, Modern Languages, English, Physics, and Anthropology and Social Work Departments voluntarily participated in this study. Multiple methods were used to collect data including demographic questionnaires, semi-structured interviews (time line elicitation interviews, formal interviews, and photo elicitation interview), analysis of documents, and journaling. Seven themes emerged from my findings. The first theme identified the influential people and struggles encountered by professors when they were students. The second identified events that led professors in choosing their major, why they became teachers, and their teaching strengths and passions. The third identified the challenges they face when teaching undergraduate students and mentoring support received as professors. The forth identified how participants described themselves as successful professors and the way they organize and balance their academic and personal life. The fifth identified specific educational theories the professors apply in their teaching, the insights of their teaching philosophies, and their thoughts about the importance of education. The sixth identified the way professors decide the curriculum to teach and the way they evaluate their students. Finally, the seventh theme identified the significant work they did as recipients of the Coffman Chair for University Distinguished Teaching Scholar, and their teaching best practices. Recommendations for practice and future research were also addressed. Thus, this study contributes to the understanding of teaching experiences, philosophies, and best practices of successful professors in undergraduate teaching and learning, based on evidence which is the personal experiences of the participants for the benefit of every person involved in education
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Ransom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.

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Poyatos, Matas Cristina. "Exploring grammar learning and teaching as a student-centred process /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18762.pdf.

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Zuber-Skerritt, Ortrun Dorothea, and mikewood@deakin edu au. "Action research in higher education: The advancement of university learning and teaching." Deakin University. School of Education, 1987. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.102949.

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This thesis aims to contribute to the improvement and advancement of university learning, teaching, and staff development; to integrate educational theory and the practice of university teaching; and to contribute to the establishment of a new, emerging paradigm in higher education. The strategy towards achieving these aims comprises (1) an alternative research methodology in the interpretive, non-positivist paradigm; (2) an integrated framework drawing on a variety of previously unrelated theories to form an alternative model of university education; and (3) reference to the dialectical relationship between educational theory and teaching practice and their integration through action research in higher education. The thesis is not so much a critique of the traditional paradigm and of existing functionalist-structuralist approaches to higher education, but more a development and clarification of an alternative, dialectical, human action approach to higher education. The original contribution of this thesis to the theory and practice of higher education lies in the development (1) of an alternative model of university education based on an integration of previously unrelated domains of theory; (2) of a theoretical model of professional development as action research (the CRASP Model: Critical attitude, Research into teaching, Accountability, Self-evaluation, Professionalism); and (3) of action research projects in higher education. Action research is research by the university teachers themselves into their teaching practice, i.e. into problems of the curriculum and student learning. The case studies included in and appended to this thesis show that in one educational setting at least it was possible to improve and advance university learning and teaching through action research. The evidence for this advancement is provided in a number of previously published case studies compiled in the Appendix.
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Chao, Tzu-Chia. "Teaching and learning EFL through multiple intelligences : voices from a university classroom." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5430.

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Books on the topic "University learning and teaching"

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University teaching and learning. Frederiksberg: Samfundslitteratur, 2015.

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Trigwell, Keith, and Michael Prosser. Exploring University Teaching and Learning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2.

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Coleman, James A. University language learning and teaching. Portsmouth: University of Portsmouth, 2001.

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Authentic university learning, teaching, and assessment. Windhoek, Namibia: University of Namibia Press, 2005.

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Catherine, Tang, ed. Teaching For Quality Learning At University. 4th ed. Maidenhead: McGraw-Hill Education, 2011.

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Nygaard, Claus. Quality enhancement of university teaching and learning. Faringdon, Oxfordshire: Libri Publishing, 2013.

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Chalmers, Denise. Teaching for learning at university: Theory and practice. London: Kogan Page, 1996.

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Booth, Alan. Teaching history at university: Enhancing learning and understanding. New York: Routledge, 2003.

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University teaching in focus: A learning-centred approach. Victoria, Australia: ACER Press, 2012.

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Technology, Queensland University of. Quality in university teaching: Teaching and learning development strategy 1992-1996. Brisbane: Queensland University of Technology, 1991.

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Book chapters on the topic "University learning and teaching"

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Bain, Alan, and Lucia Zundans-Fraser. "Learning and Teaching Productivity." In The Self-organizing University, 151–69. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4917-0_8.

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Bain, Alan, and Lucia Zundans-Fraser. "Committing to Learning and Teaching." In The Self-organizing University, 27–47. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4917-0_2.

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Bain, Alan, and Lucia Zundans-Fraser. "Governing for Learning and Teaching." In The Self-organizing University, 91–109. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4917-0_5.

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Bain, Alan, and Lucia Zundans-Fraser. "Technology for Learning and Teaching." In The Self-organizing University, 133–50. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4917-0_7.

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Green, Andrew. "Teaching and learning at university." In Starting an English Literature Degree, 23–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_2.

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Trigwell, Keith, and Michael Prosser. "Teachers’ Experiences of Teaching." In Exploring University Teaching and Learning, 37–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_3.

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Trigwell, Keith, and Michael Prosser. "Leadership of Teaching and Learning." In Exploring University Teaching and Learning, 85–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_5.

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Tate, Simon, and Peter Hopkins. "Approaches to Geography Teaching and Learning." In Studying Geography at University, 22–28. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351166768-5.

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Trigwell, Keith, and Michael Prosser. "Students’ Experiences of Learning." In Exploring University Teaching and Learning, 15–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_2.

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Entwistle, Noel. "Educational Psychology and Student Learning." In Teaching for Understanding at University, 11–24. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-09106-2_2.

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Conference papers on the topic "University learning and teaching"

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Valent, Akos. "Questions Regarding University Selection: What Methods Can Be Used to Measure a University’s Reputation." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.91.

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Özkan, Suna, and Betül Balkar. "The University Conserving and Sustaining Its Natural Environment." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.700.

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Perkasa, Ripho Delzy, and Dian Shaumia. "Teaching Basic Skill of Economic Education University students." In International Conference on Learning Innovation (ICLI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icli-17.2018.41.

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Tsai, Flora S., Chau Yuen, and Ngai-Man Cheung. "Interactive learning in pre-university mathematics." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360393.

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Víctor-Ortega, María Dolores, and Diego Airado-Rodríguez. "COOPERATIVE LEARNING FOR TECHNOLOGY TEACHING AT UNIVERSITY LEVEL." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2364.

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Rofiah, Khofidotur, and Endang Purbaningrum. "Preparing knowledge and Skill: Developing Speech Therapy Module in University." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.682.

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Davitadze, Lia, and George Abuselidze. "The Role of the government in the University – Enterprise Cooperation." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.684.

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Carbonell Esteller, Montserrat, Teresa Bartual Figueras, Joaquin Turmo Garuz, and Anna Carreras-Marín. "FIGHTING AGAINST EXCLUSION: INTRODUCING GENDER INTO UNIVERSITY TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0347.

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Raihan Mat Shawal, Bazilah, Kerry Lee, and Deborah Shepherd. "Incorporating an Entrepreneurial Approach to Teaching English Language at University Level." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.576.

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Alzougool, Basil, and Jarrah Almansour. "THE USE OF SMARTPHONE FOR LEARNING ACTIVITIES BY UNIVERSITY STUDENTS IN KUWAIT." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.001.

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Reports on the topic "University learning and teaching"

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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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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Chandler, Angela. Iowa State University Horse Teaching Farm. Ames (Iowa): Iowa State University, January 2004. http://dx.doi.org/10.31274/ans_air-180814-702.

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn, and Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225619.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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