Journal articles: '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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Pleschová, Gabriela, and Lynn McAlpine. "Enhancing university teaching and learning through mentoring." International Journal of Mentoring and Coaching in Education 4, no. 2 (June 8, 2015): 107–25. http://dx.doi.org/10.1108/ijmce-06-2014-0020.

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Purpose – Mentoring has been increasingly used in educational development to facilitate transfer of knowledge from programs for higher education teachers to their pedagogic practice. However, studies are missing which would critically assess the outcomes of mentoring in programs for university teachers. The purpose of this paper is to systematically review existing research on mentoring in the context of educational development in higher education. Design/methodology/approach – Using a careful search strategy, 17 relevant scholarly sources were selected and analyzed to document the results of mentoring at individual, departmental and institutional levels. Findings – Among the striking findings was the lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies. However, those methodologically more advanced studies suggest that mentoring can become a valuable component of educational development programs. As reported by previous research, mentoring can: enhance university teachers’ cognitive abilities, beliefs and attitudes; improve the effectiveness of teaching; increase teachers’ capability to research teaching and learning; enhance mentoring skills; and improve the overall teaching climate at universities. Practical implications – Categorization of different types of outcomes of mentoring in educational development can help the practitioners engaged in introducing or re-designing educational development programs with a mentoring element. Originality/value – This is the first systematic review of the studies discussing the process, value and outcomes of teacher mentoring to improve pedagogical practice at the university level.

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ADEBO, PHILIP. "ONLINE TEACHING AND LEARNING." International Journal of Advanced Research in Computer Science and Software Engineering 8, no. 2 (March 6, 2018): 73. http://dx.doi.org/10.23956/ijarcsse.v8i2.549.

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AbstractOnline teaching and learning refers to education that takes place over the Internet. A significant number of colleges in the US and abroad are moving from the traditional face-to-face classes into fully online, web-based courses. Online education, often called distance education or web-based education, is currently the latest, most popular form of distance education. It has recently become an integral part of many university programs. This paper provides a brief introduction to online teaching and learning.

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Hien, Le Thi Ngoc. "Communicative Language Teaching in Teaching ESL for University Students." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 49–57. http://dx.doi.org/10.32996/jeltal.2021.3.6.7.

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Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.

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Ahmed, Sheikh Salahuddin, and Sagili Chandrasekhara Reddy. "Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia." European Journal of Medical and Health Sciences 3, no. 2 (March 30, 2021): 74–78. http://dx.doi.org/10.24018/ejmed.2021.3.2.762.

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Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

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Senne, Terry A., and G. Linda Rikard. "A Developmental Intervention Via the Teaching Portfolio: Employing the Teaching/Learning Framework." Journal of Teaching in Physical Education 23, no. 1 (January 2004): 88–104. http://dx.doi.org/10.1123/jtpe.23.1.88.

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Nine teacher candidates from each of two PETE programs, University A and University B, developed teaching portfolios over three consecutive semesters of comparable courses. University A teacher candidates underwent a deliberate, developmental portfolio intervention based on the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall 1983), while University B candidates employed a series of portfolio categories based on reflective practice theory (Wallace, 1991) to guide their developmental growth. All teacher candidates completed Rest’s (1986) Defining Issues Test (DIT) to determine one dimension of teacher developmental growth, moral/ethical judgment. They shared perceptions of the portfolio process through focus group interviews and portfolio questionnaires as qualitative data sources. Findings indicated a significant within-group difference for University A teacher candidates, while both university groups demonstrated similarities in perceptions of the portfolio process. A crucial programmatic difference between institutions was University A’s use of the Teaching/Learning Framework, which likely led to statistically significant, positive growth on DIT gain scores. This is the first study of its kind in PETE, indicating positive teacher development from a specific and deliberate intervention designed to guide the portfolio process.

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Sh.Sh., Tuychibaeva. "Modern Pedagogical Technologies Of Teaching The Russian Language At The University." American Journal of Social Science and Education Innovations 03, no. 01 (January 20, 2021): 115–19. http://dx.doi.org/10.37547/tajssei/volume03issue01-22.

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The entry of the Republic of Uzbekistan into the world market, the expansion of international relations necessitates the formation of the language culture of students in foreign languages, especially world languages, which include the Russian language. The purpose of this work is to show the possibilities of using modern pedagogical technologies and techniques in teaching Russian to students of national groups. The objectives of the study are determined by the following: presentation of innovative learning models, description of the methods used and methods of organizing the learning process based on the experience of teaching the Russian language. comparative and descriptive methods were used. The article reveals the possibilities of using innovative teaching methods in the practical course of the Russian language. The concept of "innovative learning" is defined, which includes a personal approach, fundamental education, creativity, professionalism, use of the latest technologies. The tasks of innovative teaching are indicated, including: optimization of the teaching and educational process, creation of an environment for cooperation between a teacher and a student, development of long-term positive motivation for learning, selection of material and methods of its presentation. Describes the variety of technologies and techniques that have become widespread in pedagogical practice and used in the practical course of the Russian language. Their choice is determined by the goals, objectives, stages of the lesson, the level of students' knowledge. Particular attention is paid to methods and technologies of innovative teaching. The author dwells separately on such techniques as: "fish skeleton", "chain", "matching", "scissors", "T-diagram", "Venn diagram", "5-minute essay". The effectiveness of the use of multimedia presentations in the learning process is substantiated.

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Scott, Sue M., Donna M. Chovanec, and Beth Young. "Philosophy-in-Action in University Teaching." Canadian Journal of Higher Education 24, no. 3 (December 31, 1994): 1–25. http://dx.doi.org/10.47678/cjhe.v24i3.183253.

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Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.

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Hinojo-Lucena, Francisco Javier, Inmaculada Aznar-Díaz, and María Pilar Cáceres-Reche. "Student´s Perceptions of Blended Learning at University." Comunicar 17, no. 33 (October 1, 2009): 165–74. http://dx.doi.org/10.3916/c33-2009-03-008.

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This paper describes the main contributions by students from a Teaching Innovation Project (2005) at the University of Córdoba focused on a part-time attendance teaching methodology (blended learning) through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain) are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc.). Este trabajo describe las principales aportaciones presentadas por el alumnado, con motivo de la puesta en práctica de un proyecto de innovación docente (2005) en la Universidad de Córdoba, centrado en el desarrollo de una metodología docente semipresencial (blended learning) me diante un entorno virtual en la titulación de Psicopedagogía. También se recogen los resultados más significativos del mismo proyecto implementado posteriormente en la Facultad de Ciencias de la Educación de la Universidad de Granada. La reflexión acerca de las fortalezas y debilidades manifestadas por los destinatarios directos del proceso de convergencia europeo, como son los estudiantes, permitirá la mejora de la reestructuración de una enseñanza acorde con las necesidades formativas de todos los agentes educativos implicados directa o indirectamente en este momento de cambio (profesorado, alumnado, autoridades educativas, etc.).

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Mason, Colin, and Norin Arshed. "Teaching Entrepreneurship to University Students through Experiential Learning." Industry and Higher Education 27, no. 6 (December 2013): 449–63. http://dx.doi.org/10.5367/ihe.2013.0180.

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The view that entrepreneurship education should be based on experiential approaches to learning is gaining ground. However, there is both little discussion in the literature on what form experiential education should take and a paucity of examples of experiential approaches to learning. This paper helps to fill these gaps. It provides a case study of an experiential learning assignment that formed an important part of a first-year entrepreneurship course in a Scottish university. It describes how the assignment was designed, what activities were undertaken by students and, using their learning reflections for evidence, identifies the learning outcomes and the effect on entrepreneurial intent, motivations and capabilities. The evidence suggests that the assignment was an effective learning experience for the students, complementing and reinforcing prior classroom learning through application. It facilitated learning about the real world of the entrepreneur, something which would otherwise not have been possible, and had a positive impact on entrepreneurial intentions.

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Manning, Karen, Lily Wong, and Arthur Tatnall. "Aspects of e-Learning in a University." International Journal of Actor-Network Theory and Technological Innovation 2, no. 4 (October 2010): 43–52. http://dx.doi.org/10.4018/jantti.2010100105.

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Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

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Atkinson, Roger, Tania Broadley, Anne Coffey, Pamela Martin-Lynch, Clare McBeath, Sid Nair, and Lee Partridge. "Editorial - TL Forum 2015: Teaching and learning uncapped." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 2–9. http://dx.doi.org/10.53761/1.12.4.1.

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Teaching and Learning Forum is a series of annual conferences held in Perth by Western Australia's five universities, Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 24 Forums, 1992-2015 (TLF, n.d. 1), TLF is clearly an enduring presence in our local discourse on university teaching and learning practices. In this editorial for the Journal's special issue, titled TL Forum 2015: Teaching and learning uncapped, we present multiple understandings of how an enduring presence has been attained, and why we assert the importance of our local discourse.

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Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.

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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.

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Gibbs, Graham. "Improve university teaching and learning through institutional strategies." Educar 33 (January 1, 2004): 11. http://dx.doi.org/10.5565/rev/educar.259.

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Trigwell *, Keith, and Suzanne Shale. "Student learning and the scholarship of university teaching." Studies in Higher Education 29, no. 4 (August 2004): 523–36. http://dx.doi.org/10.1080/0307507042000236407.

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Magalhaes Freitas Ferreira, Flavia, Zelia Myriam Assis Peixoto, Fabiana Oliveira Paixao Fernandes, Lucas Souza e Silva, Cassio Alves Carneiro, and Carlos Augusto Paiva da Silva Martins. "University-Industry Partnership as a Teaching-Learning Strategy." IEEE Potentials 38, no. 6 (November 2019): 32–37. http://dx.doi.org/10.1109/mpot.2018.2889344.

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Davis, Jackson P., and Watt A. Price. "Deep learning for teaching university physics to computers." American Journal of Physics 85, no. 4 (April 2017): 311–12. http://dx.doi.org/10.1119/1.4977792.

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Chapman, Anne. "Teaching and Learning in Australian University Transnational Education." International Journal of Learning: Annual Review 16, no. 1 (2009): 315–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46079.

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Popovic, Celia. "Teaching for quality learning at university. (2nd Edn.)." Innovations in Education and Teaching International 50, no. 4 (November 2013): 422–23. http://dx.doi.org/10.1080/14703297.2013.839332.

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Morales, José Néstor Sánchez, Edith Eloísa Huerta León, Oriana Rivera-Lozada, Miriam Liliana Flores Coronado, and Luis Alberto Núñez Lira. "Virtuality in university teaching-learning versus COVID-19." Revista Tempos e Espaços em Educação 14, no. 33 (January 20, 2021): e15108. http://dx.doi.org/10.20952/revtee.v14i33.15108.

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The research aimed to analyze the use of virtual resources in teaching-learning in times of pandemic at the Daniel Alcides Carrion National University. The methodology used was of qualitative approach through field work to explain the behaviors assumed in the processes of learning management by students and teachers. The information was collected through various techniques such as observation of virtual classes, documentary analysis, and focus groups with students, unstructured interviews and, in depth, with experts in the subject that allowed us to conduct the discussion and triangulation. The results allowed us to affirm that students recognize the importance of technology and the use of ICTs for their professional training; in addition, students and teachers have been demonstrating high levels of value, responsibility and commitment to their learning.

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Surarajah, Saravanamalar. "Significance of eLearning at Sunway University: A perspective from Art and Design Students." Journal of Education and Vocational Research 6, no. 3 (September 30, 2015): 16–21. http://dx.doi.org/10.22610/jevr.v6i3.196.

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Online learning platforms give a great opportunity for various types of learners with different learning abilities to learn at their own pace anytime, anywhere and at any cost. Some of the most common online platforms are Moodle, Blackboard and Virtual Learning Environment (VLE). Each platform has its own impact to the learners. It can be a positive or negative impact depending on the content of the subject matter, layout, design and user friendliness of the course site. However, online platforms can be significant for many learners but not for all. This paper studies the significance of using Blackboard (known as eLearn at Sunway University) in teaching and learning at Department of Art and Design, Sunway University. 79 students at this department had participated in the survey and given their feedback on using eLearn and about 74.7% of them are local students and the rest are international students. Teaching mathematics online can be different from history; teaching spiritual values can be different from science. However, all online teachings and learnings have something in common. There are some factors that make the online facilitators rise and fall at times. This paper also discovers learnersâ€™ expectation for a better eLearn experience.

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Fleiner, Micha, and Stefan Kriechbaumer. "First Performative Teaching and Learning Symposium." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (July 1, 2013): 118–21. http://dx.doi.org/10.33178/scenario.7.2.11.

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On 13th and 14th September 2013, University College Cork (UCC) hosted a symposium which centred on performative practices across different disciplines. It was officially opened by David Ryan, Vice-Head for Teaching and Learning at the College of Arts, Celtic Studies and Social Sciences, UCC, who congratulated the Departments of German and Drama and Theatre Studies, UCC, on organising the first symposium of this kind in Ireland and thus engaging with theoretical perspectives and practices which aim at paving the way towards a new, performative teaching and learning culture. The organisers had formulated some guiding questions: What is the essence of the ‘performative’? Are there any indications of an increased ‘performative orientation’ in some of our disciplines? Could the ‘performative concept’ signal a whole new way of thinking and acting in the field of teaching and learning? What are the characteristic features of performative teaching and learning? How does one learn to teach in a performative way? The two-day symposium opened with a keynote address by Wolfgang Nitsch (Professor Emeritus of Education, University of Oldenburg & Honorary Professor, Nelson Mandela Metropolitan University (NMMU), Port Elizabeth), followed by eight papers, finishing with a panel discussion. In his keynote address Towards performativity as ...

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Cartelli, Antonio, and Leila DeVito. "Teaching at the University." International Journal of Digital Literacy and Digital Competence 8, no. 1 (January 2017): 1–21. http://dx.doi.org/10.4018/ijdldc.2017010101.

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The paper reports the results of an investigation on teaching supported by digital equipments in an Italian university. The opportunity for the study arises from the creation of a particular training activity for first employed teachers (called TFA), and it aims at analyzing the teaching styles adopted by professors when the use of digital technologies is proposed to support didactics. Two main results emerge from the collected data: first, most part of professors have a common view of the use of digital technology in teaching, based on the support that tools can give to their work; second, university professors usually have little or no consciousness of the positive influence that virtual environments can have on teaching and how e-learning can help students in autonomously building and develop their knowledge.

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Dung, Nguyen The, and Diani Fatmawati. "General informatics teaching with B-Learning teaching model." Jurnal Pendidikan Biologi Indonesia 4, no. 1 (March 26, 2018): 85. http://dx.doi.org/10.22219/jpbi.v4i1.5312.

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Blended learning (B-learning), a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT) tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.

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Webster, Ray, and Fay Sudweeks. "Personalization and learning: innovative approaches to teaching for e-learning." Psicologia Escolar e Educacional 11, spe (December 2007): 93–101. http://dx.doi.org/10.1590/s1413-85572007000300009.

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This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university teachers need to develop a theory of learning and teaching. Academics may have a 'philosophy of teaching', but in many cases even this may not be consciously held or successfully implemented. A program for promoting conceptual change in academics' approaches to teaching is outlined.

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SOUBHI, Fatima Zahra, Mohammed Aitdaoud, Laurent Lima, and Mohammed Talbi. "Measuring learning quality by Moroccan university students." International Journal of Learning and Teaching 9, no. 1 (July 22, 2017): 298–307. http://dx.doi.org/10.18844/ijlt.v8i5.1886.

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Abstract The evolution of teaching is currently considered a very important task, both from an institutional and a moral viewpoint. The evaluation of such a domain, and its conduct, has been reported by several research studies in the literature. “Who? What? How? Drawing from which references? Which clues? Should the people assessed take part in the process? To what extent should the results be publicized?” (Demailly, 2001). For that reason, we will first draw some guidelines for the evaluation of teaching and try to define its possible objectives. Three main domains may be contemplated: teachers’ activity (teaching), the learning process (learning), and the effects of the teaching/learning process. These draw upon an enquiry carried out in three different faculties by our research team. This study is related to the VOLUBILIS project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students. The purpose of this research is to indicate how students at Hassan II University of Casablanca judge the quality of their studies. We will be able to show that an evaluation of courses by students is both possible and profitable. As a matter of fact, this enquiry has brought up valuable information about higher education pedagogy that concerns the three fields mentioned earlier, and it also offer some suggestions to generate improvements. Keywords: evaluation, teaching, students, quality, higher education, ACP.

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Switaj, Elizabeth K. "Whither Teaching in the University Novel?" American, British and Canadian Studies Journal 26, no. 1 (June 1, 2016): 15–35. http://dx.doi.org/10.1515/abcsj-2016-0002.

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Abstract Scenes of explicit teaching make only limited appearances in the university novel since World War II. While it would be easy – if cynical – to attribute this minimization to the devaluation of teaching in the modern university, the importance of teaching and learning to sympathetic characters (and their lack of importance to corrupted figures) suggests that this lack of focus on the classroom stems from something else. Indeed, university novels tend to be fairly conservative aesthetically, and the demands of traditional narrative make extended classroom scenes difficult if not impossible to manage. Because of these narrative demands, learning and teaching take on different forms in the university novel, creating stories in which education corresponds to the struggle of teachers and students with and against administrators and buildings – stories that, therefore, resemble Leo van Lier’s observation about how remembering our own educations as stories contradicts more bureaucratic visions of learning. This observation holds true whether one considers better-known works of university fiction such as David Lodge’s Campus Trilogy, Mary McCarthy’s The Groves of Academe, and Julie Schumacher’s Dear Committee Members or lesser-known works produced by micro-presses and writers who are enabled by current technologies to publish electronically.

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Lowenstein, Ethan. "Navigating teaching tensions for civic learning." Learning and Teaching 3, no. 1 (March 1, 2010): 32–50. http://dx.doi.org/10.3167/latiss.2010.030103.

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This article seeks to build on current and emerging conceptions of teacher expertise as they relate to education for civic engagement and social awareness in the university classroom context. I explore the notion of teaching tensions between vulnerability and authority, authenticity and distance, safety and challenge, disclosure and neutrality, and social transformation as against individual agency. I argue that these tensions and the teacher decision-making processes involved in their navigation can add to university instructors' capacity to reflect on and evaluate curriculum design decisions when aiming to impact student social and civic identity development. I examine teaching tensions and their dynamic interaction through a self-study of my own teaching and of involving the students in a structured academic service-learning partnership with school pupils in a social studies methods course for pre-service teachers in the United States.

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Shannon, Eric, and Leslie Inglis. "Teaching FYI: A learning experience." College & Research Libraries News 79, no. 4 (April 5, 2018): 190. http://dx.doi.org/10.5860/crln.79.4.190.

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In the fall of 2016, faced with a record number of incoming first-year students, the Franklin Pierce University administration asked two members of the library faculty to teach sections of First Year Inquiry (FYI). As instruction librarians, we both had experience standing in front of a room and delivering interactive one-shot instruction sessions. We were now faced with the challenging task of designing and implementing a semester-long class, as well as becoming advisors to the roughly 20 students who had signed up to take it.

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Bhattacharya, Sharbani. "Teaching Software Engineering in Blended Learning." International Journal of Engineering Pedagogy (iJEP) 3, S2 (February 27, 2013): 8. http://dx.doi.org/10.3991/ijep.v3is2.2375.

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<strong><span style="font-size: 9.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-style: italic;">In this paper we will discuss teaching Software Engineering by using classroom teaching and web-based learning. The teaching assignments, notes , slides are also shared in a website while assessment is done one-to-one in viva or test conducted on the learning material. We are using Information and Communication Technology ICT for teaching. Software Engineering courseware are taught in B.Tech II year Information Technology and Computer Science & Engineering course in Mahamaya Technical University(MTU), Noida (part of Uttar Pradesh Technical University(UPTU), Lucknow).</span></strong>

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Krebs, Chase. "Teaching and learning the smart way." IALLT Journal of Language Learning Technologies 46, no. 2 (November 27, 2016): 40–50. http://dx.doi.org/10.17161/iallt.v46i2.8561.

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Many course syllabi for university-level language courses contain a clause prohibiting the use of cellphones during class. I call this practice into question by considering the potential benefits of using Smartphone (SP) technology to supplement language instruction. I begin with an examination of current practices regarding the use of SP technology in university-level language classrooms and demonstrate that, although a majority of instructors and students own a SP device, the available data suggest that SP technology is not being taken advantage of for instructional purposes. Language instructors have legitimate concerns regarding the use of SP devices in class, and several of these are discussed, along with ways these issues might be mitigated. The last part of the article is dedicated to providing guidance for selecting SP applications (apps) to supplement language instruction, and several specific apps that can be used in the language classroom are highlighted.

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Kozyr, I. E., and I. F. Pikalova. "TEACHING HYDRAULICS IN DISTANCE LEARNING." Vestnik scientific and methodological council in environmental engineering and water management, no. 20 (2020): 44–47. http://dx.doi.org/10.26897/2618-8732-2020-44-47.

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The article focuses on the organization of the teaching of hydraulics in the modern situation associated with the COVID-19 pandemic. The transition to full e learning in recent months has led to a significant increase in the volume of taught distance materials, to the acceleration of the implementation of various methods of e learning. Particular attention is paid to the methods of distance learning based on the electronic information and educational environment of our University. Carrying out laboratory work, which plays an important role in the teaching of the discipline "Hydraulics" - is also one of the important problems of distance learning students.

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D'Angelo, Tyler, Jessica Harsh, JC Bunch, Alexa Lamm, Andrew Thoron, and Grady Roberts. "Exploring Learning Styles Expressed in Teaching Philosophies Among Agriculture University Teaching Faculty." Journal of Agricultural Education 60, no. 1 (May 30, 2019): 283–95. http://dx.doi.org/10.5032/jae.2019.01283.

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Field, Laurie. "Whither teaching? Academics’ informal learning about teaching in the ‘tiger mother’ university." International Journal for Academic Development 20, no. 2 (April 3, 2015): 113–25. http://dx.doi.org/10.1080/1360144x.2015.1028067.

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Jõgi, Larissa, Katrin Karu, and Kristiina Krabi. "Rethinking teaching and teaching practice at university in a lifelong learning context." International Review of Education 61, no. 1 (February 2015): 61–77. http://dx.doi.org/10.1007/s11159-015-9467-z.

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Spiteri, Simeon, and Felix Maringe. "EU entrepreneurial learning: perspectives of university students." Journal of Enterprising Communities: People and Places in the Global Economy 8, no. 1 (March 4, 2014): 51–70. http://dx.doi.org/10.1108/jec-07-2013-0023.

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Purpose – This study addresses the issue of teaching in entrepreneurship courses in selected European universities in Malta and the UK. The paper aims to explore the views of students in different educational institutions about their understanding of entrepreneurship and the pedagogical aspects of teaching it. Design/methodology/approach – Qualitative case study data were collected through one-to-one interviews with 31 students engaged in entrepreneurship course in four educational institutions in Malta and the UK. Findings – Students identified four essential components that reflect the nature of entrepreneurial education. These consist of pedagogy, content, assessment and role model lecturer. Pedagogy of entrepreneurial courses was broadly seen as a mixture of traditional teaching and entrepreneurial learning. Students showed a preference for content aimed at developing creativity in practice-based situations. Preferred assessment strategies included individual assignments perceived as useful to deepen the concepts learned and stimulate individual thinking. Role model lecturers are inspiring to students. They should be individuals that are creative, have experience in entrepreneurial roles and hold academic knowledge that is useful to teach about entrepreneurship. There were variations in the views expressed by different groups of students interviewed in this study. Research limitations/implications – Due to the relatively small sample sizes, this study has limited generalisability implying the need for similar research more broadly across other universities in Europe. Practical implications – The study proposes a model for enhancing the teaching of entrepreneurial courses in universities in Europe. The model comprises teaching pedagogies responsive to the student learning needs; application of features present in the KTP model and proposes a structure for determining worthwhile knowledge that should be delivered in adherence to students learning needs. Originality/value – This study expands the understanding of the learning process of students and provides a methodological framework that can be used to research entrepreneurial education.

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Starikova, Aleksandra Viacheslavovna. "Cognitive barriers in university teaching." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 106–14. http://dx.doi.org/10.51314/2073-2635-2014-1-106-114.

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In this article we consider teaching of social and economic geography in graduate education in terms of the cognitive barriers concept. Examples of such barriers and practical recommendations for their prevention and correction are provided. We emphasize the grate role of accurate learning materials development in the process of the barriers elimination. Technology of identifying and elimination the cognitive barriers out of the textbook is applied via detection of such barriers sources and via determination of compliance of educational information to “correctness” and “saturation” categories.

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Lawson, Romy. "Journal of University Teaching and Learning Practice Editorial 11.2." Journal of University Teaching and Learning Practice 11, no. 2 (April 1, 2014): 2–3. http://dx.doi.org/10.53761/1.11.2.1.

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In this, my first editorial, of the Journal of University Teaching and Learning (JUTLP) I have to begin by extending thanks to Gerry LeFoe and her team for making this online journal what it is today. Without her vision and drive JULTP would not have experienced the success it has and so we have much to thank them for. I hope I can do such a good job. I would also like to take this opportunity to introduce the new editorial team • Dr Alisa Percy - Head of Learning Development, University of Wollongong; Executive Member, Association for Academic Language and Learning (AALL) • Dr Dominique Parish – Associate Dean Education (Science, Medicine and Health), University of Wollongong; Executive Member, Australasian Society for Computers in Learning in Tertiary Education (ascilite) • Associate Professor Romy Lawson, Director Learning, Teaching & Curriculum, University of Wollongong; OLT National Teaching Fellow; Executive Member, Higher Education Research and Development Society of Australasia. We are all looking forward to the challenges of editing this journal and excited by the opportunities to engage with authors from around the world who have a passion for university learning and teaching.

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Radin, Michael Alexander, and Olga Orlova. "UNIVERSITY LEVEL TEACHING STYLES WITH HIGH SCHOOL STUDENTS AND INTERNATIONAL TEACHING AND LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 464–75. http://dx.doi.org/10.17770/sie2018vol1.3321.

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The main aim of this paper is to render how university level courses are taught in high school. In fact, we will focus on what styles are used to teach university level courses and illustrate the international contrasts that happen quite frequently. In addition, we will analyse the details of teaching styles that were implemented in the American and the Latvian educational systems. Furthermore, we will discuss what specific teaching styles and innovations work successfully, and what teaching styles and innovations had difficulties and need improvements. In particular, implementing the hands-on teaching and learning styles and repetitive type teaching and learning styles. Moreover, we will also discuss the risk involved with introducing and transforming university level courses and teaching styles with high school students and how to manage these risks.

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Nowell, Lorelli, Audrey Laventure, Anu Räisänen, Nicholas Strzalkowski, and Natasha Kenny. "Postdoctoral scholars’ perceptions of a university teaching certificate program." Studies in Graduate and Postdoctoral Education 11, no. 3 (July 6, 2020): 233–48. http://dx.doi.org/10.1108/sgpe-12-2019-0088.

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Purpose This study aims to explore postdoctoral scholars’ experiences and perceptions of a teaching certificate program and identify how they use the knowledge and skills developed through the certificate program to improve their teaching practices. Design/methodology/approach In this case study, the authors explored postdoctoral scholars’ experiences and perceptions of a teaching certificate using a multiple methods and data sources including documents, course evaluations, interviews and surveys. Findings The teaching certificate program helped postdocs learn the language and theory of teaching and learning in post-secondary education; practice specific strategies and develop confidence in how to teach; network with colleagues about teaching and learning; develop a reflective teaching practice; and contribute to the scholarship of teaching and learning. Practical implications The findings from this study will inform efforts to develop new or refine existing approaches to promote teaching and learning professional development opportunities for postdoctoral scholars. Originality/value This paper fulfills an identified need to study teaching and learning development for postdoctoral scholars.

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Van Gejeka, Nataļja, Leonīds Pakrastiņš, and Svetlana Ignatjeva. "RESEARCH OF THE LEARNING PROCESS IN PROFESSIONAL UNIVERSITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 546–54. http://dx.doi.org/10.17770/sie2018vol1.3122.

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The purpose of this article is to offer an insight into the results of the situation analysis of teaching technical disciplines in professional universities. The aim of this study is to better understand the impact of learning environment organization into students’ groups at youth age while teaching technical subjects. Qualitative research method (unfinished sentence method) was used to study the opinion of students about the organization of teaching/learning process. Quantitative method of research (vector modelling by B. Ясвин) was used revealing prevailing types of learning environment in professional university.

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Journal articles on the topic 'University learning and teaching'

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