Academic literature on the topic 'Written communication – Study and teaching (Higher)'
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Journal articles on the topic "Written communication – Study and teaching (Higher)"
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Velasco, Paloma Julia, Begoña Learreta, Claudia Kober, and Irene Tan. "Faculty Perspective on Competency Development in Higher Education: An International Study." Higher Learning Research Communications 4, no. 4 (December 31, 2014): 85. http://dx.doi.org/10.18870/hlrc.v4i4.223.
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The purpose of this research is to establish common ground on how faculty development should be instituted and the needs it should address on an international level, with its major focus being the development of competencies. A survey was developed and distributed to a sample of 764 university teaching professionals. Results show that 90% find that it is either important or very important to develop competencies in higher education, and that 73% find they are well or very well trained in developing and assessing competencies, particularly with regard to applying theoretical knowledge in practice, teamwork, and oral and written communication skills. The least valued competencies are found to be entrepreneurship and leadership. The most valued teaching methods are: project based learning, immersion in a professional environment, visits, field trips, and anything that closes the gap between the professional and academic worlds. University teaching staff consider the best assessment scenarios to be those that involve a certain amount of immersion in real situations, problem posing, and simulation; the optimum measurement instruments use observation techniques and rubrics. The need to create academic teaching communities is found to be of great importance. A common assessment method is also seen as a useful addition.
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Martyushev, Nikita, Anna Shutaleva, Elena Malushko, Zhanna Nikonova, and Irina Savchenko. "Online Communication Tools in Teaching Foreign Languages for Education Sustainability." Sustainability 13, no. 19 (October 8, 2021): 11127. http://dx.doi.org/10.3390/su131911127.
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Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills.
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Yanti, Ili, Rosi Widia Asiani, and Muhammad Kukuh. "STUDENTS' MATHEMATICAL LITERACY IN SOLVING HIGHER ORDER THINKING SKILL PROBLEMS ON MATRIX MATERIAL." Jurnal Pendidikan Matematika (JUPITEK) 5, no. 2 (December 31, 2022): 175–86. http://dx.doi.org/10.30598/jupitekvol5iss2pp175-186.
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This qualitative descriptive study aims to describe students' mathematical literacy skills in solving Higher Order Thinking Skills (HOTS) questions on matrix material. The method used in this research is qualitative method. The subjects of this study were 6 students of class XI IPA SMA Al-Azhar Jambi. The instrument used is the initial ability test which contains 5 items, the Higher Order Thinking Skills (HOTS) written test which contains 3 essay questions and interview guidelines. Data analysis techniques include domain, taxonomy and componential analysis. The results of this study are: 1) It shows that all subjects meet the communication indicators (except S6), S1, S2, S3, S4 almost meet the indicators of mathematization, problem solving strategies and the use of formal and symbolic language, technical and operational languages, S5 and S6 do not meet the three indicators, and 2) the factors that affect mathematical literacy skills are: students' perceptions of the importance of mathematics, self-confidence in mathematical abilities, teacher quality in teaching, teacher character in teaching, models, media, strategies, approaches used in teaching, learning, limited time in working, level of HOTS questions and student interest in solving problems.
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Lebedev, A. V., S. V. Bespalova, and I. S. Pinkovetskaia. "Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 135–45. http://dx.doi.org/10.34069/ai/2021.37.01.14.
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The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.
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Ramadhani, Irma, and Gusti Nur Hafifah. "Teachers’ Feedback in Writing Class through Online Platforms in Higher Education." Borneo Educational Journal (Borju) 4, no. 2 (August 1, 2022): 42–57. http://dx.doi.org/10.24903/bej.v4i2.1012.
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The purpose of this study is to explore the types and implementation of online feedback that the teacher use during online writing class. It also investigates the students’ responses to the teacher’s feedback. This research was conducted using a qualitative descriptive method. The participants of this study were 4th-semester students in writing class. The results of the study show that the teacher uses three online platforms in teaching writing, namely: What’s App Group, Zoom, and the university e-learning program Moodle. It is found that the teacher applied verbal and written feedback during the teaching-learning process. The feedback was given that are given directly and indirectly in synchronous and asynchronous class activities via Zoom meeting and assignments features via Moodle. However, what’s app group was only used for daily class communication. the study found that the WhatsApp application is not suitable for giving feedback in writing class, because writing feedback needs longer sentences and it is not practical for the teacher to give feedback via What’s app. Additionally, Students show positive perceptions toward the types and techniques of the feedback given by the teacher. Students generally agree that teachers' feedback motivates and give a positive impact on writing learning activities and improves their writing ability.
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Saleem, Muhammad, and Rafaqat Ali Akbar. "Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan." Review of Education, Administration & LAW 3, no. 2 (September 30, 2020): 293–305. http://dx.doi.org/10.47067/real.v3i2.64.
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The study was aimed to examine the issues of English curriculum implementation at higher secondary level schools in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at higher secondary level schools. Stratified sampling technique was used to select the sample and one instrument was used for data collection named Issues of English Curriculum Implementation Questionnaire (IECIQ) comprised of 58 items developed by the researcher on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The reliability of questionnaire of issues on English curriculum implementation was found .82. The instrument was also validated from 5 experts of relevant areas which assisted in refining language, clarity in items and sentence structure. The data were collected through survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers used to face issues in English curriculum implementation at higher secondary level schools such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, multicultural society, lack of social and ethical development of students, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources, inappropriate government policies regarding English curriculum implementation and immeasurability of students learning outcomes written in English curriculum document. The results of the study suggested to give motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.
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Temel, Faruk, and Onur Önürmen. "Distance Education in Higher Education Institutions during the Pandemic: Communication Academics’ Perspectives." Yuksekogretim Dergisi 12, no. 1 (April 30, 2022): 89–101. http://dx.doi.org/10.2399/yod.21.744061.
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The Covid-19 pandemic, which started in China and has spread all over the world, has had various social, political and economic consequences. With new measures implemented due to this pandemic in Turkey, particularly in the field of education, the 2020–2021 spring semester was officially declared to be completed through distance education, effective as of March 16, 2020. In this study, the problems in distance education were examined in the light of the distance education experiences of communication academics teaching at communication faculties in Turkey during the pandemic. Focusing on the relationship between education and communication, the study aimed to reveal communication academic staff’s evaluation and views of distance education. The research, which used a questionnaire to obtain qualitative and quantitative data, was carried out by reaching 91 participants, who constitute a sample of 1100 communication academics who teach at 65 communication faculties (private and state), by e-mail. The results were analyzed through 5-point Likert scales under the categories titled (i) Criteria for communication conditions, (ii) Levels of agreement with propositions related to face-to-face education methods, (iii) Levels of agreement with propositions of distance education methods, (iv) Levels of agreement with the effectiveness of distance education, and (v) Perspectives on the instructional methods by the content of the course, and interpreted in light of the qualitative data about the general assessment of the distance education process during the pandemic. Analysis results of frequency tests, descriptive tests and qualitative data showed that communication preferences were an important factor in determining the efficiency of training methods. While the face-to-face education model is preferred over distance education due to its efficiency by communication academics, they attribute the success of distance education to using visual, audio and written materials. In addition, the success of distance education and face-to-face education models was found to vary by the nature of the course (applied-theoretical).
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Khmarenko, Nikita I. "Psychological and pedagogical conditions for teaching students writing skills based on cooperative learning and ICT." Tambov University Review. Series: Humanities, no. 2 (2022): 380–90. http://dx.doi.org/10.20310/1810-0201-2022-27-2-380-390.
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Teaching writing foreign-language statements to students majoring in foreign-language is one of the goals of teaching a foreign language in higher education. Modern information and communication technologies sustain business and personal communication in the context of glob-alization and informatization of society. Their use in the educational process as a means of training prepares future specialists for professional activity. Within the framework of this study, the psychological and pedagogical conditions for teaching writing foreign-language statements based on information and communication technologies are highlighted and substantiated. The use of the term ‘foreign language written statement’ is justified, its content is defined. Psychological and pedagogical conditions are considered as one of the varieties of internal pedagogical conditions aimed at personal growth and the development of general cultural and professional competencies. The following psychological and pedagogical conditions of teaching writing foreign language statement on the basis of pedagogical technology “cooperative learning” with the use of ICT are divided into: 1) motivation of students to take part in teaching writing foreign language statement; 2) development of foreign language communicative competence of students at level B1 and above; 3) consecutive execution of the stages of teaching writing foreign language statement based on cooperative learning with the use of ICT; 4) development of ICT competence of all subjects of the pedagogical process. All psychological and pedagogical conditions are described in detail and justified.
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Tsuroyya, Chasna. "STUDENTS’ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 85. http://dx.doi.org/10.33603/rill.v3i2.3108.
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Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
Dissertations / Theses on the topic "Written communication – Study and teaching (Higher)"
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Vardi, Iris. "Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands." University of Western Australia. Graduate School of Education, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0047.
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This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.
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Klassen, Johanna. "Teaching coherence in writing : rationale for a tertiary level programme /." Thesis, Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626585.
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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.
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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
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Keane-Sexton, Maureen Bridget. "One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089.
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Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.
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Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
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The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.
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Sarkisian, Aram Paul. "The knowledge and skills of freshman writers." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2424.
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Zwald, Regan Lee. ""Everything in the Middle:" A Case Study of a Generation 1.5 Student's Academic Writing Process." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1947.
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Thesis (M.A.)--Indiana University, 2009.Title from screen (viewed on September 30, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla M. Connor, Thomas A. Upton, M. Catherine Beck. Includes vita. Includes bibliographical references (leaves 60-62).
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Littleton, Brenda Jean. "College-level reading and writing: Considering curriculum from a postmodern perspective." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.
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This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.
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Siu, Kwai Peng. "Exploring the pragmatic competence of EFL learners in the production and judgement of formal written requests." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/42561.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2008.Bibliography: p. 404-418.
Introduction -- Literature review -- Methodology -- Results -- Discussion -- Conclusion.
This study sets out to examine the pragmatic competence of Cantonese adult learners of English possessing different levels of proficiency when performing the speech act of requesting for a formal purpose in writing. Pragmatic judgment - one of the two aspects of pragmatic competence - was examined by studying the most proficient group (i.e., native Cantonese-speaking EFL teachers at university), whereas pragmatic performance - the other aspect of pragmatic competence - was examined by studying the two weaker groups (i.e., university students at two language proficient levels). Both pragmatic judgment and pragmatic performance were examined by investigating the same four dependent variables (i.e., politeness, directness, formality and amount of information). Teacher data, collected through a Pragmatic Judgment Questionnaire completed and returned by sixteen EFL teachers (eight native Cantonese speakers and eight native English speakers) and by means of individual interviews, were analyzed quantitatively for responses to twelve questions and qualitatively for responses to an additional two questions. Student data, consisting of both experimental and authentic letters and e-mails, were analyzed quantitatively. -- Main research findings suggest: *It is possible for very proficient NNSs of English, (i.e., the EFL teachers in this study), to achieve native-like pragmatic judgments in most aspects, except for their views on several pragmatic considerations (i.e., "unnaturally polite" expressions, usefulness of "negative" words, supportive moves not to be used and writing plans preferred). *As the English proficiency of L2 learners improves from Grade E to Grade A/B (as determined by the Hong Kong A-level Examinations in the subject "Use of English"), their pragmatic performance shows improvement. -- For pedagogical reasons, a qualitative analysis was conducted for Questions 1 and 2 in order to generate examples of "unnaturally polite"/ "polite" / "impolite" expressions and to provide examples of inappropriate supportive moves in relation to three writing topics.
Mode of access: World Wide Web.
xvii, 576 p
Books on the topic "Written communication – Study and teaching (Higher)"
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Samson, Joanne. In writing: A guide to writing effectively at the tertiary level. Bentley, Western Australia: Paradigm Books, 1992.
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Thérien, Céline. Apprendre à écrire, écrire pour apprendre: L'intégration de l'écriture dans l'enseignement d'une discipline. Montréal, Québec: Service de développement pédagogique, Collège de Maisonneuve, 1996.
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Simakova, E. I︠U︡. (Ekaterina I︠U︡rʹevna), ed. Lingvodidakticheskai︠a︡ tipologii︠a︡ professionalʹnykh pisʹmennykh tekstov nefilologicheskoĭ sfery. Moskva: Interkontakt nauka, 2004.
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Ho w to write a philosophy paper. Lanham [Md.]: University Press of America, 1995.
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Kantz, Margaret J. Written rhetorical syntheses: Processes and products. Berkeley, CA: University of California, 1989.
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Nelson, Jennie. "This was an easy assignment": Examining how students interpret academic writing tasks. Berkeley, CA: Center for the Study of Writing, 1990.
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The inbox: Understanding and maximizing student-instructor email. Sheffield, UK: Equinox Publishing Ltd, 2015.
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Stephen, Parks. Gravyland: Writing beyond the curriculum in the City of Brotherly Love. Syracuse, N.Y: Syracuse University Press, 2010.
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Alan, Wright W., Herteis Eileen M, and Abernethy Brad, eds. Learning through writing: A compendium of assignments and techniques. Halifax, Nova Scotia: Office of Instructional Development and Technology, Dalhousie University, 2001.
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Writing for advanced learners of English. Cambridge: Cambridge University Press, 1996.
Find full textBook chapters on the topic "Written communication – Study and teaching (Higher)"
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Lo, Noble Po Kan, and Sumie Chan. "Teaching in the Time of Corona(Virus): A Cross-Institutional Study of Online English Language Teaching in Hong Kong Higher Education." In Digital Communication and Learning, 125–42. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8329-9_8.
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Planells-Artigot, Enrique, and Santiago Moll-Lopez. "Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea." In European Higher Education Area: Challenges for a New Decade, 517–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_32.
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Abstract Global Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.
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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.
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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Vaandrager, Lenneke. "Salutogenesis Theory and Methods: Developments, Innovations and Next Steps." In The Handbook of Salutogenesis, 565–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_52.
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AbstractPart VIII of this book presents ideas for the future development of salutogenesis theory, research methodology, practice, teaching and capacity building. This overview chapter highlights several theoretical issues in further developing the sense of coherence (SOC) construct, followed by how we can use qualitative approaches to study the SOC, including a wide range of examples. Another important future field discussed in this part is how to strengthen the salutogenic capacity of health professionals. The rapid growth of communication digitalization is also taken up in a chapter on the digital lifeworld and salutogenesis. Part VIII concludes with a chapter written by all editors of the Handbook, wrapping it up under the title Salutogenesis for Thriving Societies, which I suggest is a ‘must read’ for all.
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Verezub, Elena, Hua Wang, and Jeremy Glover. "An Innovative Approach to Training International Students in Workplace Written Communication Skills." In Handbook of Research on Transnational Higher Education, 419–31. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch021.
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According to the “Employability Skills for the Future” report (DEST, 2002), communication skills are one of the essential employability skills, which contribute to a productive and harmonious relationship between employees and customers. This chapter discusses an innovative approach to the design, delivery, and evaluation of the “Workplace Written Communication Skills for the Hospitality Industry” program. The delivery of the program is based on blending traditional approaches with incorporating a custom-built e-learning program in teaching how to read e-texts effectively while applying metacognitive reading strategies. The results of the program demonstrate both qualitatively and quantitatively that students improve their written communication skills required for the workplace and their success in the university study, as well as increase their motivation and self-confidence. This, in turn, has implications not only for the development and teaching of the program; it suggests new ways for the overall development of communication skills programs and training international students.
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Semingson, Peggy. "Blogs in Teacher Education." In Models for Improving and Optimizing Online and Blended Learning in Higher Education, 220–34. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6280-3.ch012.
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This chapter examines the content of written blog postings of students enrolled in a face-to-face course focusing on literacy assessment methods and practice for Pre-Service Teachers (PST) seeking elementary teaching certification. The purpose of the study was to examine the transcription of the students' postings and Computer-Mediated Communication (CMC) to look for the three types of elements that comprise the Community of Inquiry according to as well as the examination of broader themes and trends across the data (Corbin & Strauss, 1990). Data included blog posts from a 15-week semester with a total of 702 combined posts and comments from a total of 40 undergraduate students. Data were analyzed using the constant-comparative method () and the framework of the Community of Inquiry Model (). Students engaged in various levels of cognitive stages of inquiry while also building on and developing social presence throughout the course. Teacher presence also guided the social construction of knowledge throughout the course. Examination of the teacher presence suggests that the instructor needed to provide more scaffolding in modeling evidence-based practice and problem-solving on the blog as students did not always connect their practice to evidence-based or text-based support.
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Schneider, Andrew. "A corpus-driven approach to Aviation English in pilot flight training ........87." In Aviation English - A global perspective: analysis, teaching, assessment, 87–115. Bookerfield Editora, 2022. http://dx.doi.org/10.53268/bkf22080505.
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Radio-telephonic communication between professional pilots and air traffic controllers has been the topic of numerous corpus research projects in the field of Aviation English (AE) in recent years (see BARSHI; FARRIS, 2013; BOROWSKA, 2017; FRIGINAL et al., 2020). Notably, Bieswanger (2016), following Biber and Conrad’s (2009) framework for register analysis, identified two distinct, specialized, and highly restricted registers of AE in use by professional aviation personnel: Standard Phraseology and “plain” AE. Similar corpusdriven register analyses of discourse between student pilots and their flight instructors in training program contexts is scarce. The Corpus of Flight Training (CFT) monitor corpus developed in this study currently covers 53 hours of transcribed audio and video recordings of one-on-one, instructional communication in AE between flight instructors and student pilots. Authentic linguistic data was collected in three key contexts of flight training operations: oral instructional activities, Flight Training Devices (FTDs), and in-air flight. This paper discusses the results of a quantitative, exploratory multidimensional analysis (MDA) (BIBER, 1988; FRIGINAL, 2013) comparing preliminary CFT data between the aforementioned three flight activities to other spoken and written registers of English. Preliminary findings suggest a strong overlap of flight training activities with the English registers related to involved persuasion and information interaction. Linguistic features between the CFT and the Brown and LOB corpora as well as language use based on activity type will be discussed. These initial results can help further refine target language usage for Aviation English assessments and inform curricula for ab initio pilots.
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Krasnoshchekova, Galina Alekseevna. "Theory and practice of language education of technical universities students." In Теория и практика языкового образования студентов технических вузов. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-21952.
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The monograph "Theory and Practice of Language Education for Students of Technical Universities" summarized many years of experience in a technical university, presents the author's concept of the fundamentalization of language education for students in non-linguistic universities, embedded in the process of teaching students a foreign language to prove its effectiveness. In the first chapter of the monograph, the author describes the new requirements for proficiency for a foreign language specialists, written into the federal state educational standard of the new generation for higher education; problems that arise while teaching students foreign languages in technical universities, and ways to solve these problems. The methodological basis for the concept of the fundamentalization of language education of technical university students and the creation of conditions necessary for the implementation of this concept are described in details. The second chapter describes the modern system of teaching foreign languages of technical university students, the multi-level structure and content of language education at each stage of this structure, as well as the methods of teaching all types of students' speech activity using innovative communication and information technologies. The author of the monograph describes the important role of the teacher in the process of teaching students a foreign language, creating modern educational content that provides the learning process. The monograph contains scientific and methodological recommendations on the development and use of original pedagogical technologies, new forms of working with students using computer capabilities, creating computer training programs for self-study work of students, writing professionally oriented textbooks in foreign languages. The implementation of this system of training of technical university students proved its effectiveness, as evidenced by the results of experimental training conducted at the Department of Foreign Languages at the Southern Federal University. The quality of student learning improved due to the implementation of the concept of the fundamentalization of language education and modern educational technologies into the educational process.
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Pavan, Elisabetta. "Politeness, Intercultural Communication, E-Mails." In Intercultural Foreign Language Teaching and Learning in Higher Education Contexts, 45–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8128-4.ch003.
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In this chapter, the focus shifts from oral communication to written communication, considering the sometimes controversial issue of politeness in written intercultural communication. Firstly, a definition of politeness is discussed; secondly, some key issues related to the topic of intercultural communication are considered; and finally, intercultural e-mail communication is introduced. The aim is to understand how intercultural communication, mediated by the internet, can create compelling and sometime challenging conditions for additional language learning. For example, university students use e-mails a lot. Nonetheless, some issues, amongst which the level of formality when they address university staff, may vary, depending on their own national culture and on the training they receive on the use of this medium. As a result, intercultural clashes may occur. To facilitate foreign language teaching and communication, an instrument to assess politeness in intercultural e-mail communication in an intercultural context will be presented.
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Conway, Colleen M. "Teaching Applied Music." In Teaching Music in Higher Education, 193–208. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.003.0010.
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Chapter 10 is based on responses from applied music faculty around the country as well as responses from undergraduate students regarding applied lesson study. Quotes from both applied faculty and undergraduate students are included throughout the chapter. I have tried to represent the voice of the applied teacher in this chapter as a way of honoring the very specific culture that is created in each unique applied studio. Issues presented include scheduling logistics, pianists, choosing repertoire and materials, juries and auditions, practicing and motivation. Stories written by applied faculty as well as students from around the country are used to illustrate the characteristics of successful applied teachers.
Conference papers on the topic "Written communication – Study and teaching (Higher)"
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Fardilha, Margarida, and Magda Carvalho Henriques. "How to motivate students to learn Metabolic Biochemistry in a Biomedical Sciences curricula." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9315.
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Teaching methodologies used in biochemistry classes at the University level are traditionally dependent on theorical classes. The assessment is usually based on written tests performed at the end of the semester. However, most students who learn metabolism by this traditional method consider the study of metabolic biochemistry a terrifying and unforgettable experience. Understanding biochemical metabolic pathways was the proposed goal of the Medical Biochemistry curricular unit. To this end, the multi-method active learning approach was used in order to increase students’ motivation towards the learning process and to allow the development of skills associated with group conflict resolution, critical thinking and communication skills. Overall, students and learning facilitators were highly motivated by the diversity of learning activities, particularly due to the emphasis on correlating theoretical knowledge with human health and disease. As a quality control exercise, the students were asked to answer a questionnaire on their evaluation of the teaching/learning experience. Thus, the initial analysis of the student’s perception questionnaires permits to conclude that the approach undertaken yields results that surpass the traditional teaching methods. Investing in preparing attractive and motivating classes increases students and teacher’s general satisfaction and the learning/teaching process becomes more efficient.
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Schiltz, Guillaume. "Student Evaluation of Teaching (SET): Clues on how to interpret written feedback." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5390.
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In this paper we present the preliminary results of a study covering 217 written comments submitted in the formal university SET questionnaire of two undergraduate physics lectures for engineering students. Concerning the SET-metrics, one of the lectures was rated as critical, while the other lecture had good results. The analysis is based on the praise and criticism framework elaborated by Hyland/Hyland (2001) for written feedback. Our findings, which also relate written feedback to quantitative variables and contrast the results between critical and good evaluations, provide a deeper insight for both, teachers and educational developers, on how to interpret written comments in a quality management process.
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Turró, Carlos, Juan Carlos Morales, and Jaime Busquets-Mataix. "A study on assessment results in a large scale Flipped Teaching Experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8141.
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During the last academic year, Universitat Politècnica de Valencia (UPV) developed a large scale experience in flipped teaching (FT), with 64 different courses and 3083 students (2512 unique). Teachers could decide to participate in the experience on their own, and in quite a number of courses we have groups with FT and groups without it. Assessment of the students was done using classical systems (mostly written exams). Evaluation of the experience was done through several ways: First we did a qualitative survey to teachers and students, and then we carried out an analytical study about the results of the assessments, comparing between years, between FT and classical courses and also internally in the courses with FT and classical groups. Results of this analysis show that students like the FT system and that they got statistically significant better results in the classical assessments, with at least a 5% gain. Also we have no correlation results with the perceived teacher quality and the student group size. So this study allows to verify the capabilities of FT approach in higher educational institutions.
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Wang, Dongjin. "Study on the Teaching Model of Intercultural Business Communication." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.13.
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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
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Shi, Jinyan, and Yongchao Xie. "Study of Diagnosis and Improvement Index System of Higher Vocational Classroom Teaching Based upon AHP." In 2022 11th International Conference of Information and Communication Technology (ICTech). IEEE, 2022. http://dx.doi.org/10.1109/ictech55460.2022.00118.
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Liu, Guanqun, Qiufen Yang, and Rong Fan. "Application of Case-based Teaching in Higher Vocational Computer Courses�A Case Study of Delphi Programming." In 2nd International Conference on Soft Computing in Information Communication Technology. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/scict-14.2014.64.
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Çevik Çedikçi, Tuğçe, and Gonca Yıldırım. "A Research Study on the Public Relations & Publicity and Advertising Students Accreditation Perception Within the Scope of Quality Management." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.015.
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Everything rapidly changes in economic, political, social, and cultural terms during this information and communication era. In this context, higher education institutions need to improve and renew their educationtraining systems and administrative mentalities to meet today’s and future necessities. Therefore, Total Quality Management (TQM), which is meeting the necessities of internal and external stakeholders with the participation of all employees under increasing competitive pressure, has lately started to be included in the administrative mentalities of higher education institutions. In this regard, accreditation processes become part of sustaining the quality by improving and auditing its compliance with various standards and rules. This study examined accreditation perceptions of students of the Advertising program that was in the process of accreditation, and Public Relations and Publicity Program accredited by the ILEDAK, the authorized organization in the accreditation evaluations of the communications faculties in Turkey. This study aimed to compare the accreditation perceptions of students from two different departments, one of which was accredited within the scope of TQM and the other wasn’t. Since accreditation processes in the communication faculties just started a few years ago, no manuscript was written on the perception of accreditation in this field. This study is one of the first studies conducted on Public Relations and Advertising Programs in Turkey, making it authentic and more important compared to other studies. This study was based on the data of a questionnaire performed on 261 students reached through the convenience sampling method. Accreditation perceptions of the students studying in Public Relations and Publicity program that was accredited were higher compared to students of the Advertising program that was not accredited, and surprisingly, Advertising students had higher awareness related to this subject.
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Comiskey, David, Josephine McGoldrick, and Shauna Donnelly. "Developing a technology enabled workflow to aid space layout communication for students with Autism Spectrum Disorder - A project case study." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12902.
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Within the higher education sector there has been a shift towards flexible teaching and learning spaces that can be re-imagined and re-organised depending on the teaching approach to be employed. While this has undoubted benefits in terms of student engagement, innovative delivery, and exciting learning approaches, it potentially presents a challenge for a student group, those with a diagnosis of Autism Spectrum Disorder (ASD), that has not been fully considered to this point. This study draws upon advances in the Architectural Technology discipline to develop a methodology which can assist in designing and communicating proposed teaching environments, with a particular focus on the potential to benefit students with ASD. The methodology is presented in the form of a case study. The aim is to assist designers and end users in analysing and defining the necessary links to evaluate solutions for the layout planning of spaces, determining functionality and whether proposals are feasible. The output obtained from this workflow elevates its potential in aiding space layout planning, helping those who need assistance in understanding newly formed layouts.
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Wang, Shunling. "A Study of English Writing Center in Canadian Higher Education and Its Implications on College English Writing Teaching." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.89.
Full textReports on the topic "Written communication – Study and teaching (Higher)"
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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.
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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.
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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.