Tesi sul tema "Sudy and teaching (Higher)"
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Quinn, Lynn. "Teaching in higher education". Routledge, 2014. http://hdl.handle.net/10962/66557.
Testo completoAs Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
Grandi, Suzete. "A constituição do sujeito na formação científica do profissional fisioterapeuta". reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/511.
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The processes of scientific formation of the professionals in Physiotherapy involve, besides the scientific knowledge comprised in the curriculums, professional practice which, along with the service settings, marks the constitution of subjects. In this sense, the modes of being of the future professionals are influenced by the organization of the curriculum of their formation course, in this case, Physiotherapy. As the health work address issues that involve the human existence, the objective of this study is to show the conditions and possibilities of determination, as well as the implications of the constitution of the subject and the professional formation in the scientific and nonscientific dimensions of professionals in Physiotherapy. Coherent with this objective, the constitution of the subject defines the scope of the research problem to be examined in the areas of Education and Health. This study is supported by the thinking of Michel Foucault, especially the works "The History of Sexuality" and "The Hermeneutics of the Subject", and it is also complemented by contributions from experts in Healthcare, as Silvio Paulo Botomé and Rubens Rebelatto, among others. The method employed consisted of raising, identifying and analyzing some determinations in the formation of the subject that depend on the type of scientific formation. In order to do this, the work took into consideration the teaching experience at the Course of Physiotherapy of the University of Caxias do Sul and the Clinic of Physiotherapy at the same university and it is further complemented by interviews with students, teachers and professionals in the field. The dissertation includes, besides the introduction and conclusion, three chapters. The first is entitled The Constitution of the Subject and the professional formation, the second, The Constitution of the subject in professional scientific formation in Physiotherapy and the third, The Constitution of the Subject in the learning / teachingservice integration. The relevance of this dissertation lies in its contribution to assess and qualify the services as well as the graduation courses, in this case Physiotherapy, but also for other courses of the healthcare field, both from the University of Caxias do Sul, and other institutions. It is equally inferred from these studies the social relevance present in the activities of healthcare professionals.
Gray, Carole. "Teaching styles in higher art education". Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.
Testo completoVolmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching". Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.
Testo completoCollege of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.
The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:
Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?
Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?
Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?
The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.
The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.
On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.
Sparrow, Heather. "Teaching excellence : an illusive goal in higher education teaching and learning". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/582.
Testo completoWyke, Rebecca Martha C. "Teaching creativity and innovation in higher education". Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.
Testo completoA principal goal of higher education is to prepare students for the real-world challenges they will encounter upon graduation in their everyday life, in their work and in society. While discipline specific content knowledge is an important component of a college education, a 2010 survey of employers conducted for the Association of American Colleges and Universities reflected the changing expectations of employers for recent college graduates. Approximately ninety percent of employers surveyed said college graduates entering the workplace need a broader set of skills than in the past in order to meet increasingly complex workplace challenges. Among the top four workplace skills in demand are creativity and innovation.
This study employs a qualitative phenomenological approach to examine a particular curricular program designed to impart creativity and to promote the generation of new ideas that lead to innovation. Through the use of student surveys and in-depth interviews with students and faculty who have participated in the program, the study offers a synthesized description of the student experience of the curriculum and the pedagogies used in the program. The study identifies the key benefits of the program for students; offers guidance on what kind of pedagogical approaches are necessary for faculty to successfully implement this kind of program; and addresses the challenges involved in advancing a curriculum for creativity and innovation that utilizes unconventional pedagogies.
What seems clear from the student experience is that the curricular program is effective in imparting the knowledge and skills to practice creativity and innovation. Also evident is that the constructivist learning environment and the pedagogies employed in teaching the program, including hands-on and collective learning, critical thinking and problem-based learning, and formative assessment, contribute to a feeling of confidence in the mastery of the skills and results in deep learning by the students. Through the experience, students are empowered with a creative capacity and an ability to innovate, as well as with skills in communication, collaboration, critical thinking and problem-solving. These are abilities that will prepare students for the complexities of rapidly changing world.
Burwell, Kim. "Instrumental teaching and learning In Higher Education". Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523523.
Testo completoMcMurtry, Kim. "Effective Teaching Practices in Online Higher Education". NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Testo completoShuster, David R. "Teaching Hope| The Influence of College Faculty Teaching Practices on Undergraduate Student Success". Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936358.
Testo completoWithin the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student’s time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness.
Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (N=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with α reliability scores > .84.
The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.’s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success outcomes.
Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers". Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.
Testo completoJames, David Russell. "Mature studentship in higher education". Thesis, University of the West of England, Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295742.
Testo completoFree, Loretta Dianna. "Improving academic literacy at higher education". Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.
Testo completoHolland, Fiona G. "Teaching in higher education : working without a map". Thesis, University of Derby, 2012. http://hdl.handle.net/10545/560946.
Testo completoMull, Randall Franklin. "Teaching web design at the higher education level". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1954.
Testo completoTitle from document title page. Document formatted into pages; contains iii, 47 p. Vita. Includes abstract. Includes bibliographical references (p. 36-37).
Dhar, Arpana. "Co-Teaching in Health Sciences in Higher Education". Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/79580.
Testo completoCollins, Roz. "Seeing the point : conceptions of learning and teaching for transfer and influences on teaching practice". Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/67472/.
Testo completoMcGinty, Courtney Kristine. "Interpersonal Goals in College Teaching". Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734676.
Testo completoThe instructor-student relationship is an important predictor of students' attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students' emotionally or academically. However, little is known about instructor characteristics that influence instructors' responsiveness to students.
Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello & Crocker, 2010). Compassionate goals, or goals focused on supporting others out of genuine concern for others' well-being (Crocker & Canevello, 2008), initiate positive relationship cycles. I proposed two types of compassionate goals, focused either on supporting students' learning or supporting students' emotions. I hypothesized that instructors' compassionate goals to support students' learning would be most beneficial to students. Self-image goals, or goals focused on creating and maintaining a desired impression in others' eyes (Crocker & Canevello, 2008), undermine healthy relationships. I proposed two types of self-image goals, focused on appearing either likable or competent and hypothesized that both forms of self-image goals would undermine the instructor-student relationship.
The present work was the first investigation of the association between college instructors' compassionate and self-image goals and students' experiences in the class. In Study 1, I created a scale to measure instructors' compassionate and self-image goals for teaching. In Study 2, college instructors' compassionate and self-image goals for teaching were used to predict end-of-semester student evaluations. In Study 3, students' interpretations of their instructors' goals were measured and used to predict student evaluations.
Results indicated that that students respond most positively to instructors' goals to compassionate goals to support their learning. Instructors' compassionate goals to support students' emotions are largely unrelated to students' experiences in the class. Surprisingly, instructors' self-image goals are unrelated to student evaluations.
Overall, this research advances research in several domains. It advances understanding of effective teaching by indicating that instructors' compassionate and self-image are important components of the college classroom. This research also advances theory on interpersonal goals, as this is the first time that a non-relationship compassionate goal has been identified.
Stergiou, Dimitrios. "Knowledge and teaching : an investigation on what makes good teaching in tourism higher education". Thesis, University of Surrey, 2004. http://epubs.surrey.ac.uk/843963/.
Testo completoRobinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.
Testo completoPennington, John Paul. "Reverse Benefits: How Teaching Online Benefits Face-To-Face Teaching for Higher Education Faculty". Cincinnati, Ohio : University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1115641817.
Testo completoAdvisor: Janet L. Bohren. Title from electronic thesis title page (viewed Mar. 26, 2009). Includes abstract. Keywords: Distance education; Online Teaching; Traditional Teaching; Higher Education; Faculty; Interaction; Social Constructivism. Includes bibliographical references.
Jazvac, Marian. "Conceptions of teaching in higher education : challenges and recommendations". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33909.
Testo completoBolldén, Karin. "Online teaching practices : Sociomaterial matters in higher education settings". Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117275.
Testo completoSyftet med föreliggande studie var att beskriva och analysera undervisningspraktiker online i svensk högre utbildningskontext. Studien har en onlineetnografisk ansats och baseras på empiriska data av undervisningen i två kurser på universitetsnivå. Studien stödjer sig främst på observationsdata men även intervjuer och dokumentstudier ligger som grund för analysen. Empiriska data har analyserats med ett praktikteoretiskt perspektiv – ett perspektiv inom sociomateriell teoribildning. Resultatet visar att undervisning online kännetecknas av en förkroppsligad sociomateriell praktik. Lärarkroppen kan förstås som både multipel och tätt sammanvävd med teknologi. Vidare används lärarkroppen i undervisningssituationen för att reducera komplexitet men även för att, tillsammans med annan materialitet, prefigurera vad det är för typ av undervisning som kommer att utspela sig. Vidare kan lärarinterventioner i onlinemiljöer förstås som relationella till både tekniken (det vill säga det virtuellt materiella arrangemanget) och lärares göranden och säganden (det vill säga undervisningspraktiken). Lärarinterventioner syftar till att göra arrangemanget begripligt för studenterna. Studien visar att lärarinterventionerna arrangerar både studenter och informations- och kommunikationsteknologi (IKT) i syfte att få dem att fungera som en undervisningspraktik. Den undervisningspraktik som uppstår är inte given på förhand utan emergent. Den karaktäriseras av ett samspel mellan virtuell materialitet och social praktik där asymmetriska relationer mellan lärare och IKT råder.
Довгопол, Г. О. "Innovative tendencies of teaching English in higher educational institutions". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15196.
Testo completoAkopian, T. V., e T. V. Anpilohova. "Pedagogical innovation of teaching foreign languages in higher education". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18492.
Testo completoSabagh, Zaynab. "Improvement of professors' teaching: investigating motivating and inhibiting factors". Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123240.
Testo completoLes professeurs de l'université ont trois rôles principaux: faire la recherche, enseigner et rendre des services comme élaborer des programmes d'études. Cette étude porte sur celui de l'enseignement. Puisque l'enseignement inefficace a des impacts nuisibles sur la compréhension des étudiants, il est important que les professeurs sachent comment améliorer leur efficacité de l'enseignement. Il apparaît que les professeurs ne sont pas assez motivés pour s'engager à développer l'enseignement. Les résultats révèlent que ça existe des corrélations entre orientation vers les objectifs, la théorie des implicites compétences de l'enseignement et le temps qui a été mis pour améliorer l'efficacité de l'enseignement et réalisation de nouvelles méthodes pédagogiques, respectivement. Les perceptions des professeurs sur les obstacles existants contre l'amélioration de l'enseignement ont été étudiées aussi. Les professeurs ont été demandés de donner leurs avis sur l'amélioration de l'enseignement. Ces avis comprennent la création d'un système de récompense pour l'enseignement, élaboration des occasions plus efficaces pour l'amélioration de l'enseignement, planification des communautés d'apprentissage et de pratique et désignation de budget pour amélioration de l'enseignement.
Suwaed, Hameda H. Kh M. "Teachers' cognition and classroom teaching practice : an investigation of teaching English writing at the university level in Libya". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2963/.
Testo completoRabb-Liu, Amy Felice 1968. "Teaching methods and student understanding in calculus". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288725.
Testo completoWhitacre, Wendy Susan. "The effectiveness of the SPEAK test in predicting international teaching assistant perceived teaching success as measured by student evaluations". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186723.
Testo completoDolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.
Testo completoTitle from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
Gatward, Andrew James. "An internet-attached robot system supporting teaching in higher education". Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577780.
Testo completoWittwer, Kristin. "Teaching computer literacy for visually impaired students in higher education". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834646.
Testo completoDepartment of Computer Science
Балацька, Наталія Іванівна. "The peculiarities of teaching english in technical higher educational establishments". Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33060.
Testo completoMcgibbon, Carolyn. "A model for teaching green information systems in higher education". Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28413.
Testo completoDavies, Michael John. "Learning and teaching in higher education : experiences in the group". Thesis, University of Manchester, 1999. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.653085.
Testo completoSalfran, Lindsey. "Shim Shammin': Essentials for Teaching Jazz Dance in Higher Education". Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22711.
Testo completoWinslett, Gregory Michael. "Resistance : re-imagining innovation in higher education teaching and learning". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/32086/1/Gregory_Winslett_Thesis.pdf.
Testo completoSingh, Ravinder Pal. "Efficient protocol for live Web-based teaching". [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1000163.
Testo completoTitle from title page of source document. Document formatted into pages; contains xi, 74 p.; also contains graphics. Includes vita. Includes bibliographical references.
Varnava-Marouchou, Despina. "Teaching and learning in an undergraduate business context : an inquiry into lecturers' conceptions of teaching and their students' conceptions of learning". Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10490/.
Testo completoBurns, Heather L. "Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy". PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
Testo completoJarmulowicz, Mary Ann. "Assessment of Admission Criteria and Selection Process for Nurse Education Programs". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/978.
Testo completoVivoni-Alcaraz, Paul Hobbs Jack A. "Teaching goals among art faculty in Puerto Rico". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514786.
Testo completoTitle from title page screen, viewed June 21, 2005. Dissertation Committee: Jack Hobbs (chair), William Tolone, Fred Mills, Richard Stivers, Max Rennels. Includes bibliographical references (leaves 71-74) and abstract. Also available in print.
Basadien, Soraya. "Teaching logarithmic inequalities using omnigraph". Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5661_1227103274.
Testo completoOver the last few years it became clear that the students struggle with the basic concepts of logarithms and inequalities, let alone logarithmic inequalities due to the lack of exposure of these concepts at high school. In order to fully comprehend logarithmic inequalities, a good understanding of the logarithmic graph is important. Thus, the opportunity was seen to change the method of instruction by introducing the graphical method to solve logarithmic inequalities. It was decided to use an mathematical software program, Omnigraph, in this research.
Chi, Angel. "The journey to teaching online| A case study of faculty preparation and experiences in online teaching". Thesis, University of Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597952.
Testo completoWhen Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of postsecondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members.
Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the "change agents" in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online.
The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.
Hicks, Terence. "Spirituality Research Studies in Higher Education". Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.
Testo completohttps://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
Burns, Robert. "Supporting staff development through change in learning technologies in higher education". Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10324/.
Testo completoBollman, Lois Ann. "Conversations on quality : perspectives on teaching and learning in higher education /". Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
Testo completoJoshi, Adesh. "Quality assurance of teaching and learning in Indian higher education institutions". Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/422154/.
Testo completoPesce, Jessica Rose. "Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104134.
Testo completoFaculty members in higher education typically have been trained in their subject matter but not in pedagogy (Austin, 1992; Healey, 2000). With increased concerns over the rising cost of college, traditional institutions of higher education face scrutiny and external challenges to their stability. Higher education groups and the public at large have called into question the teaching skills and preparedness of faculty members (Altbach, 2011), often criticizing their lack of interest in teaching and preference for research (Advisory Committee to the National Science Foundation, 1996). As a result, a growing number of institutions have developed means for supporting and enhancing teaching on campus. Despite studies that demonstrate the effectiveness of such programs (Coffey & Gibbs; 2001; 2004; Van Note Chism & Szabo, 1998), faculty participation in professional development for teaching remains low (MacKinnon, 2003; Sorcinelli, 2006). This mixed-methods study uses survey and interview data from full-time faculty (n = 432) at two research-intensive universities in the Northeastern United States to determine their attitudes and preferences regarding professional development for teaching in order to increase participation rates. Statistical tests showed significant differences by demographic groups; female and non-tenure track faculty are more likely to attend professional development, more likely to view it positively, and more likely to feel it is undervalued on campus. No significant differences were found by discipline or institution. Semi-structured, follow-up interviews were conducted with 11 faculty members. The findings showed that faculty perceive that their institutions do not value teaching. With limited time, faculty feel compelled to prioritize research over teaching, despite wanting to devote more attention to teaching. Other issues they discussed were: work-life balance, lack of preparation for teaching in graduate school, preferred topics and formats for programs, messages received from the administration, and the desire to collaborate with other faculty. The findings are analyzed using Bronfenbrenner's (1979; 1993; 1995) ecological systems theory to develop a full picture of faculty members' ecologies. The study concludes with recommendations for program facilitators, administrations, and future research
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography". Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.
Testo completoKoorts, A. S. "Performance indicators in higher education teaching and learning : imperatives for lecturers". Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/479.
Testo completoQuality assurance at higher education institutions involves more than a mere establishment of bodies (CHE, HEQ) to oversee the process. Without a selfdriven approach towards quality assurance, institutions will hardly get the cooperation and/or motivation to implement it successfully. Institutions need to establish mechanisms and procedures to self-assess their effectiveness on a continuous basis where the emphasis falls more on accountability at all levels (academic and professional staff, students and management) than on improvement. Quality assurance mechanisms and procedures should be designed to serve a positive purpose in furthering the interest of the university, its staff and its students in their teaching and learning.