Academic literature on the topic 'University learning and teaching'
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Journal articles on the topic "University learning and teaching"
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.
Full textDyomina, 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.
Full textSamkin, 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.
Full textBenta, 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.
Full textMarcelo-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.
Full textLyashenko, 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.
Full textHuber, Ludwig. "Teaching and Learning: Students and University Teachers." European Journal of Education 24, no. 3 (1989): 271. http://dx.doi.org/10.2307/1502745.
Full textMcKeachie, 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.
Full textHunt, 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.
Full textLudvigsson, 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.
Full textDissertations / Theses on the topic "University learning and teaching"
Coleman, James Alexander. "University language learning and teaching." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.
Full textTserendorj, 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.
Full textGonzález, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments." University of Sydney, 2009. http://hdl.handle.net/2123/6401.
Full textThis 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.
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.
Full textPearce, 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/.
Full textVaca-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.
Full textCurriculum 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
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.
Full textPoyatos, 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.
Full textZuber-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.
Full textChao, 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.
Full textBooks on the topic "University learning and teaching"
University teaching and learning. Frederiksberg: Samfundslitteratur, 2015.
Find full textTrigwell, 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.
Full textColeman, James A. University language learning and teaching. Portsmouth: University of Portsmouth, 2001.
Find full textAuthentic university learning, teaching, and assessment. Windhoek, Namibia: University of Namibia Press, 2005.
Find full textCatherine, Tang, ed. Teaching For Quality Learning At University. 4th ed. Maidenhead: McGraw-Hill Education, 2011.
Find full textNygaard, Claus. Quality enhancement of university teaching and learning. Faringdon, Oxfordshire: Libri Publishing, 2013.
Find full textChalmers, Denise. Teaching for learning at university: Theory and practice. London: Kogan Page, 1996.
Find full textBooth, Alan. Teaching history at university: Enhancing learning and understanding. New York: Routledge, 2003.
Find full textUniversity teaching in focus: A learning-centred approach. Victoria, Australia: ACER Press, 2012.
Find full textTechnology, Queensland University of. Quality in university teaching: Teaching and learning development strategy 1992-1996. Brisbane: Queensland University of Technology, 1991.
Find full textBook chapters on the topic "University learning and teaching"
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.
Full textBain, 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.
Full textBain, 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.
Full textBain, 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.
Full textGreen, 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.
Full textTrigwell, 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.
Full textTrigwell, 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.
Full textTate, 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.
Full textTrigwell, 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.
Full textEntwistle, 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.
Full textConference papers on the topic "University learning and teaching"
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.
Full textÖzkan, 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.
Full textPerkasa, 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.
Full textTsai, 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.
Full textVíctor-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.
Full textRofiah, 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.
Full textDavitadze, 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.
Full textCarbonell 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.
Full textRaihan 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.
Full textAlzougool, 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.
Full textReports on the topic "University learning and teaching"
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.
Full textDeJaeghere, 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.
Full textBaird, 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.
Full textKibler, 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.
Full textLaptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.
Full textChandler, Angela. Iowa State University Horse Teaching Farm. Ames (Iowa): Iowa State University, January 2004. http://dx.doi.org/10.31274/ans_air-180814-702.
Full textBurri, 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.
Full textWoolf, 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.
Full textPierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.
Full textEhsanipour, 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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