Gotowe bibliografie tematyczne / Communication between lecturers and students

Gotowa bibliografia na temat „Communication between lecturers and students”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 11 lutego 2022

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Artykuły w czasopismach na temat "Communication between lecturers and students"

Wida, Estika. "PERILAKU KOMUNIKASI MAHASISWA DI MESSENGER APPLICATION". Interaksi: Jurnal Ilmu Komunikasi 6, nr 2 (1.07.2017): 20. http://dx.doi.org/10.14710/interaksi.6.2.20-26.

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ABSTRACTThe presence of messenger application makes communication between lecturers and students easier, but in fact the ease gives negative impact so that the ethics should be owned by the students have decreased. At the time of contacting the lecturers, some of them did not say hello, introduced themselves, used informal language and were pushy. The purpose of this research is to know the student communication behavior in messenger application. Theory used is Theory of Communication Competence, Management of Anxiety and Uncertainty Theory and Computer Mediated Communication Theory. The research method is qualitative using case study data analysis. The results of this research that communicating with the lecturer using an informal language, calling a lecturer, not introducing himself, no apology does not mean the student is not polite. Familiarity, self-disclosure, and the environment shared between lecturers and students influence communication behavior. Students who have intimacy and openness communicate in a relaxed manner, but unlike students who lack familiarity and openness with the lecturers so that they communicate rigidly and reluctantly. Students decided to using whatsapp because is more effective and more personal. Communication competencies held by students are at the conscious competence stage, where students realize that they are able to understand, maintain and overcome how to communicate with lecturers. Students overcome their concerns before contacting lecturers using anxiety reduction and uncertainty strategies, 1) Passive strategy (students observing lecturers’ behavior when communicating in class), 2) Active Strategy (students ask senior lecturers), and 3) Interactive Strategy (students ask directly to the lecturer about the character of the lecturer).Keywords : Communication behavior, student, messenger application, lecturers.

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Tyagunova, Tanya, i Christian Greiffenhagen. "Closing seminars and lectures: The work that lecturers and students do". Discourse Studies 19, nr 3 (4.05.2017): 314–40. http://dx.doi.org/10.1177/1461445617701992.

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Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this (which include not just speech but also embodied conduct, as well as references to clock time and lesson phases); second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g. by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g. by packing up noisily); and third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g. by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities).

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Arfyanti, Ita, i Rajiansyah Rajiansyah. "Sistem Pendukung Keputusan Menentukan Kualitas Kinerja Dosen Selama Kuliah Online Menggunakan Promethee II". JURNAL MEDIA INFORMATIKA BUDIDARMA 5, nr 2 (25.04.2021): 652. http://dx.doi.org/10.30865/mib.v5i2.2942.

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Lecturer performance is a quality of self that is given entirely to fulfill the responsibilities of a teacher in a tertiary institution, towards students or students in fulfilling student rights, the importance of knowing that the quality of lecturer performance will affect the level of student learning desire, especially during the Covid-19 pandemic, lecturer performance considered capable of improving the learning process that must be done online, online learning often results in a lack of communication between lecturers and students. Accumulation was carried out on a decision support system to see each of the lecturers 'performance qualities at STMIK Widya Cipta Dharma during online lectures using the Promethee II method, the results displayed were the highest score of "4.208625" indicating a high percentage of achievement of lecturers' performance previously had calculations are carried out based on predetermined criteria, namely lecturer discipline, teaching time, material presentation, academic position, suitability of teaching using the syllabus

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Adiyanto, Wiwid. "MEMAHAMI HAMBATAN DOSEN DAN MAHASISWA DALAM PERKULIAHAN ONLINE : FENOMENA ANTISIPASI PENYEBARAN VIRUS COVID-19". Interaksi: Jurnal Ilmu Komunikasi 9, nr 2 (21.01.2021): 98–108. http://dx.doi.org/10.14710/interaksi.9.2.98-108.

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The problem that has occurred in lectures since the COVID-19 virus outbreak was the transformation of the class technical system from face-to-face into online class. Communication technology plays a very important role in the communication of lecturers and students in online class. Online class are inseparable from problems in the use of technology and changes in the habits of face-to-face lectures. This study aims to describe the obstacles of lecturers and students in online lectures related to the anticipation of the spread of the COVID-19 virus. This study uses Media Ecology theory as a foundation for thinking. This research is a phenomenological study with a qualitative descriptive approach. Primary data were obtained from the results of indepth interviews with 6 informants who were lecturers and students in Yogyakarta. The results of this study indicate a obstacle model of online class. There are two types of obstacles that are interconnected in the online class process, namely the obstacles during the class and the obstacles outside the class. This study discusses the differences in the meaning of online class between lecturer and student informants. The findings also show 6 similarities in the patterns of barriers from informants. This research shows that communication technology is not value-free.

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Ahmadi, Ahmadi, i Weni Tria Anugrah Putri. "Lecturers’ Perspective on The Ethics of Student Verbal Communication at Islamic Religious Universities and Public Universities in East Java". Edukasia : Jurnal Penelitian Pendidikan Islam 15, nr 1 (19.05.2020): 183. http://dx.doi.org/10.21043/edukasia.v15i1.7307.

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Communication is a daily activity in academic or non-academic activities within the university. This study aims to explore the lecturer perspective on the ethics of verbal communication students. This study is a qualitative research with a phenomenological study method. To simplify the design of the research, the qualitative research stages chosen were Spradley's. This research data collection technique is through interviews conducted with lecturers who served in a number of universities in East Java Province. While the data collection instruments used are structured interview guidelines and unstructured interview guidelines. Sampling in this study was conducted using non-probability sampling techniques. More precisely by using the type of purposive and snowball sampling. The data generated is in the form of secondary primary data. Primary data in the form of conversations with appointed lecturers. Whereas secondary data is obtained when interviewing key informants. One of the results of this study is that it is known that the current use of telephones for communication between students and lecturers is declining. One reason is the reluctance of lecturers to receive phone calls from students who are sudden. With these findings it is hoped that there will be student attention to their ethics in communicating with lecturers.

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Shasqia, Mutiara, i Aulia Anggraini. "An Investigation on How University Students’ View Lecturers’ Usage of Speech Acts in ELT context". Utamax : Journal of Ultimate Research and Trends in Education 2, nr 2 (21.07.2020): 39–43. http://dx.doi.org/10.31849/utamax.v2i2.3764.

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Teachers and lecturers alike understand that they must consciously use a variety of speech acts to force students to follow their instructions and be motivated to learn on their own. This paper reports the findings of a study designed to investigate the notion of the perlocutionary effect of university students in the classroom resulted from lecturers’ illocutionary acts. The acts were then analyzed the illocutionary act of the lecturers’ talk or speech during specific time using Austin’s speech act theory. This present study built its investigation from data collection on both lecturers and university students through interview and field notes. This study manage to reveals that lecturers freely use speech acts of persuading, angering, and commanding. This study believes that illocutionary acts will still have happened in our interaction's life or communication in many-many context including classroom interaction between lecturer-students communication context.

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Susanti, Ratna, Sumarlam Sumarlam, Djatmika Djatmika i Muhammad Rohmadi. "STUDENTS-LECTURER(S’) SPEECH ACTS IN THE ACADEMIC PRACTICAL TEACHING SITUATED-COMMUNICATION". RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, nr 1 (23.02.2020): 84. http://dx.doi.org/10.26858/retorika.v13i1.11707.

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This study aims to explore the language politeness in an academic situated interaction between student-students and lecturer(s)-students the polytechnic campus environment mediated by the Javanese cultural background, accurately to describe the reprimand speech acts used as a typical politeness expression; to explain the context following the use of speech acts as a form of politeness in classroom interaction between students and lecturers in academic activities. This study was conducted in Polytechnic Indonusa of Surakarta, Indonesia.The results show that the language used by the lecture and students in communicating are considered polite where the amount of politeness maxims application is much higher when compared to the violation of the maxims. Another result is the level of politeness of students with Javanese cultural background is covering tatakrama and andhapasor.

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Bostock, John Raymond. "A Model of Flexible Learning: Exploring Interdependent Relationships Between Students, Lecturers, Resources and Contexts in Virtual Spaces". Journal of Perspectives in Applied Academic Practice 6, nr 1 (24.04.2018): 12–18. http://dx.doi.org/10.14297/jpaap.v6i1.298.

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In flexible and open models of education students and lecturers experience a virtual sense of separation that is caused by more than physical distance between students and lecturers. Transactional distance is “a psychological and communications gap, a space of potential misunderstanding between the inputs of lecturer and those of the student” created in part by the physical distance inherent to online learning (Moore 1991, p. 2). a large transactional distance such as that between geographically dispersed students and lecturers in an asynchronous, text-based, online learning environment may contribute to students’ feelings of isolation and disconnectedness, which can lead to reduced levels of motivation and engagement and consequently attrition. When designing e-learning experiences lecturers must consider two variables that affect transactional distance: structure and dialogue. Structure refers to the flexibility or rigidity of the pedagogical methods and strategies used in an e-learning experience. Dialogue refers to the interaction between the lecturer and student during an e-learning experience. Moore does not suggest that either structure or dialogue are inherently good things. Each may be appropriate in different circumstances and a typical educational event such as a conventional lecture will, at a micro-level, move constantly between the two. Another dimension of the theory suggests that more autonomous students, being self-directed, are better able to cope with more structure while less autonomous students benefit more from greater dialogue. This paper explores a proposed model of flexible learning which attempts to inform practitioners of the fluid, interdependent relationships between students, resources, contexts and lecturers. This helps explain and justify a reconceptualisation of the role of the lecturer and suggests how social activity is also pivotal in successful learning outcomes for students.

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Öztürk, Özden Tepeköylü, i Mümine Soytürk. "Examination of relationships between communication satisfaction and organizational identification of sport science students". Physical Culture and Sport. Studies and Research 89, nr 1 (29.01.2021): 1–10. http://dx.doi.org/10.2478/pcssr-2021-0001.

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Abstract The aim of this study is to examine the predictor relationships between the satisfaction sport science students obtain from communication with lecturers and their organizational identification. Moreover, the study aims to determine whether there is a difference in both dependent variables in terms of gender, grade, whether they like their educational department, desire to change their department, establishment of out-of-class communication with lecturers, and being in active communication with lecturers in class. In this study, quantitative correlational techniques are used. Our sample comprised 252 (x¯ age = 21.39 ± 2.16) sport science students (127 female; 125 male). The “Student Communication Satisfaction Scale” developed by Goodboy, Martin, and Bolkan (2009) and adapted to Turkish by Akın, Yalnız, and Kazaz (2015) was used as a data collection tool, as was the “Organizational Identification Scale” developed by Mael and Ashforth (1992) and adapted to Turkish by Tak and Aydemir (2004). Parametric data was analyzed using Pearson correlation analysis, simple linear regression analysis, 2 × 2 MANOVA, and two-way ANOVA. Nonparametric data was analyzed using the Kruskal-Wallis H statistical test technique. The results indicate a strong and positively oriented relationship between the communication satisfaction and organizational identification of sport science students. Moreover, it is seen that communication satisfaction is a crucial predictor of organizational identification. According to our data, females’ communication satisfaction and identification levels are much higher than those of males. Students’ like or dislike of the department where they receive an education and the quality and form of communication they have established with lecturers result in significant differences in both dependent variables.

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Septantiningtyas, Niken. "Pengaruh Pembelajaran Jarak Jauh Dengan Aplikasi Google Class Terhadap Hasil Belajar Mahasiswa". EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, nr 2 (13.11.2018): 131–35. http://dx.doi.org/10.33650/edureligia.v2i2.714.

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This research is an application of research in accordance with the learning trend 4.0, namely the application of Online Applications as IT-Based Learning Media that has been developed by Google. Google class is an application of research developed with the theme of learning the Industrial Revolution 4.0, which is an application of an online-based application for students in conducting online lectures, this application can facilitate students on assignments given by lecturers to be done anywhere and anytime, this application also can make it easier for students to communicate online directly with lecturers who need a subject without having to exit the google class application, other than that in this application students can have discussions with friends in the same class to program the course. The google class application is used to facilitate communication between lecturers and students online and directly on the topic of the chapter being studied so that students better understand the aims and objectives desired by the lecturer. This study is a research that seeks a relationship between the application of distance learning using the Google class application with student learning outcomes, this is a quantitative study of research data tested with normality test, homogeneity test and hypothesis test. The research will be conducted in the even semester of the 2018-2019 school year in the sixth semester students at Nurul Jadid University.

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Rozprawy doktorskie na temat "Communication between lecturers and students"

Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process". Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.

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The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.

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Zhao, Tianshu. "An ethnographic study of the intercultural adaption process between Chinese students and their British lecturers and fellow students in the UK". Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556556.

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Benadé, Catharina Gertruida. "The transition from secondary to tertiary mathematics : exploring means to assist students and lecturers / C.G. Benadé". Thesis, North-West University, 2013. http://hdl.handle.net/10394/9109.

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Early in 2009 it became apparent from articles in the newspapers that first year mathematics students were not performing as well as the students of previous years. There was great concern regarding the insufficient transition from secondary to tertiary mathematics, as well as the preparedness of first year students for university studies. This research focuses on the different factors that are potential causes of the underachievement of first year mathematics students. Students‟ and lecturers‟ beliefs are shaped by their experiences, the impact of continuous perceptions from the world around them, the present dominant paradigm, as well as the beliefs of their teachers. The different views of the nature of school mathematics show how a worldview has an effect on these views and the implications of this on the teaching of mathematics in secondary, as well as tertiary institutions. The paradigm shift from the modern era to the post-modern era caused an awareness of and interest in the construction of meaningful mathematical understanding. The gap between first year students‟ and lecturers‟ beliefs regarding the nature of mathematics and how mathematics is learned became apparent. The changes in the thoughts about the structure of mathematics were investigated and a better understanding of the processes through which mathematical understanding develops emerged. This brought insight into the gap between the reasoning abilities of incoming students from secondary schools and the reasoning needed to succeed in university mathematics. The theoretical study of the global theories of Piaget and Van Hiele gave insight into conceptual development through different stages and that a person should be on an appropriate conceptual level to make sense of what they learn. If not, then rote learning is likely to occur. The local theory of Tall implies that to facilitate understanding of a concept in mathematics, one should go through three worlds of mathematics: the embodied world, symbolic world and the formal world. The embodied view helps someone to give deep meaning to a concept, otherwise one can be trapped in the symbolic world and not be able to move on to the formal world of mathematical thinking. The theoretical investigations led to an empirical study in three phases. Phase 1 was an investigation into the views of mathematics held by the students and the lecturers. In phase 2 an investigation was done to establish the students‟ preferences on how they learn mathematics and how mathematics should be taught, using the Index of Learning Styles (ILS) questionnaire of Felder and Silverman. The results were compared with the way lecturers want their students to learn and how they themselves prefer to teach. Phase 3 included a classification of the questions in the first mathematics test written at tertiary level and subsequent analysis of the answers of students to obtain information on the type of reasoning required from students at tertiary level, as well as the reasoning abilities of the students. The empirical study assisted in understanding the problematic transition from secondary to tertiary mathematics with regard to the nature of mathematics, the beliefs on teaching and learning of mathematics, as well as the reasoning skills that the students possess when entering university.
Thesis (Ph.D. (Natural Sciences Education))--North-West University, Potchefstroom Campus, 2013

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Amushigamo, Angelina Popyeni. "An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004458.

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Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.

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Atkinson, Jordan. "Investigating the Relationships between Family Communication Patterns, Academic Resilience, and Students' Classroom Communication Behaviors". Thesis, West Virginia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790802.

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This dissertation served two purposes. The first purpose was to examine the relationships between the two dimensions of family communication patterns (i.e., conversation orientation and conformity orientation) and four student classroom communication behaviors (i.e., out-of-class communication, in-class oral participation, instructional dissent, and students’ motives to communicate with their instructors). The second purpose of this dissertation was to investigate academic resilience as a mediator in the relationship between family communication patterns and student classroom communication behaviors. It was discovered that students’ family conversation orientation was associated positively with their oral participation and the relational, functional, participatory, and excuse-making motives to communicate with instructors. Conversation orientation was associated negatively with vengeful dissent. Students’ conformity orientation was positively associated with their use of vengeful dissent and the relational, participatory, excuse-making, and sycophantic motives to communicate with instructors. It was also discovered that conformity orientation moderated the relationship between conversation orientation and academic resilience. Additionally, a conditional indirect effect was discovered in the relationship between conversation orientation and the functional motive to communicate with instructors through academic resilience, as it was conditional upon levels of conformity orientation. These results and implications were discussed in light of existing research findings on family communication patterns, academic resilience, and students’ classroom communication behaviors. The results of this dissertation should be interpreted with caution due to the structural validity issues of the instruments and the data collection procedures.

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Everett, James D. "The relationship between communication apprehension and community college student success /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962522.

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Dietzel, Gregory R. "The importance of uncertainty reduction in communication between flight instructors and students /". PDF Mode of access, 2008. http://www.dbq.edu/library/collectionsPDF/dietzel.pdf.

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Thomas, Sheeba. "Asian Indian College Students: Relationship between Parent–Child Communication Difficulties and Internalization". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1416309293.

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Limsommut, Amornvan. "An investigation into the aptitude of students and lecturers to the use of information and communication technologies in higher education at the Rajabhat Institutes in Thailand". Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399779.

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Huang, Lei [Verfasser]. "Communication between Chinese students and German university teachers in academic settings / Lei Huang". Gießen : Universitätsbibliothek, 2018. http://d-nb.info/1153334690/34.

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Książki na temat "Communication between lecturers and students"

Obuhova, Galina, i Galina Klimova. Fundamentals of public communication skills: practical recommendations. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1090527.

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The textbook discusses the methodological foundations of the preparation and presentation of public speeches in various fields of activity, including business. The factors influencing the skill of the speaker are considered. Recommendations are given on the technique of conducting various types of public speeches and practical techniques of audience ownership are shown. Special attention is paid to the methods of establishing contact between the speaker and the audience and the psychological influence of the speaker on the audience. Practical recommendations and exercises for improving the speaker's speech technique are presented. Special attention is paid to the ways of correcting speech defects. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for teachers, lecturers of the educational system, students and postgraduates, managers, lawyers, as well as for managers of various levels who are aware of the importance of verbal communication in their professional field. It can also be useful for a wide range of readers.

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Between speaking and silence: A study of quiet students. Albany, NY: State University of New York Press, 2009.

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Mindess, Anna. Reading between the signs workbook: A cultural guide for sign language students and interpreters. Yarmouth, Me: Intercultural, 2004.

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Natal, Dottie. The use of cooperative group management software for hands-on science activities to improve communication between students with disabilities and their peers. Lompac, Calif: Imagen Multimedia Corp., 1997.

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Boor, Ilja, Debby Gerritsen, Linda Greef i Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.

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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.

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Efremov, A., F. Leschenkov, K. Mefod'eva, A. Pilipenko, O. Starodubova, L. Tereschenko, N. Treschetenkova i I. Shulyat'ev. Modernization of state regulation of activities in the field of communications. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1080398.

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The communications industry is one of the most important sectors of economy in conditions of digitalization, which becomes the basis for further innovative development, to a large extent depends on adequate legal regulation and state participation. In the presented scientific and practical Handbook gives a General characteristic of the legal regulation in the field of communications in the Russian Federation, covers the approaches to state regulation and deregulation of the industry. A separate Chapter is devoted to questions of regulation of communication services of new generation, the analysis of the relevant contractual structures. Deals with the foreign and international experience, identifies trends of legal regulation of relations in the age of digital economy, ways of overcoming of contradictions between the market and legal constraints. Proposals on modernization of legislation in accordance with new conditions and possibilities of technical progress. For researchers, practitioners, professionals engaged in law enforcement and legislative activities, teachers, students and postgraduates of law schools and faculties.

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Reda, Mary M. Between Speaking and Silence: A Study of Quiet Students. SUNY Press, 2010.

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Pridane, Aija, Natalja Vronska i Iveta Lice-Zikmane. Development of Home Economics Education for Life Quality in Latvia. Redaktor Vija Dislere. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/llu9789984483689.

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The research “Development of Home Economics Education for Life Quality in Latvia” is based on authors’ experience gained in long-term activities. The study is a scientific monograph, the materials is approbated in authors’ doctoral thesis and in scientific publications. The Home Economics education in Latvia has significantly changed from the acquisition of a simple, practical, narrow specification profession to the conscious, all-around development of a pupil’s individuality aimed at awareness of the quality of life and purposeful action to improve its quality. The aim of the book is to introduce the public to different aspects of the development of Home Economics and Technologies (Design and Technology) education for life quality in Latvia at schools and at University level. This book describes the research done by authors within Home Economics and Technologies sphere during 2000-2020 years in Latvia University of Life Sciences and Technologies (LLU), Institute of Education and Home Economics. Here are described the historical development of the Home Economics from 19th century until nowadays in Latvia, the change of paradigm of Home Economics studies, relationship between various aspects of the education in Home Economics and Technologies in the context of sustainable development, methodology structure for training teachers of Home Economics and Technologies at University level, understanding of life quality criteria of Home Economics and Technologies education in elementary school, research of pupils nutrition habits; the Information and Communication Technology Integration Skills Development Model in Home Economics and Technologies education for prospective teachers based on transformative digital learning, integration and student-centred approach implementation in the study process. The book is intended for researchers, University lecturers, teachers, master students, students, and other interested parties. The book is print with the financial support of the Association “School of Home Environment”.

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Ruby, Fumiko Nakamura. Intercultural and interpersonal communicaiton between Japanese and American students in their residence halls. 1992.

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Higgins, Robert Norman. Computer-mediated cooperative learning: synchronous and asynchronous communication between students learning nursing diagnosis. 1992.

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Części książek na temat "Communication between lecturers and students"

Watanabe, Eiji, Takashi Ozeki i Takeshi Kohama. "Analysis of Holistic Interactions Between Lecturers and Students in Lectures". W Lecture Notes in Computer Science, 309–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23207-8_57.

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Iseman, Jacqueline S., Stephan M. Silverman i Sue Jeweler. "Communication Between Teachers, Parents, and Professionals". W 101 school success tools for students with ADHD, 153–67. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232568-9.

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Højgaard, Tomas. "Communication: The Essential Difference Between Mathematical Modeling and Problem Solving". W Modeling Students' Mathematical Modeling Competencies, 255–64. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_22.

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Ebrahim, Zarina Begum, Muna Kameelah Sauid i Nurul Ain Mustakim. "Relationship Between Leaders’ Role and Lecturers’ Innovative Work Behavior in UiTM Cawangan Melaka". W Islamic perspectives relating to business, arts, culture and communication, 351–61. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-429-0_33.

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Kang, Okim, i Meghan Moran. "5. Enhancing Communication between ITAs and US Undergraduate Students". W ATransdisciplinary Approach to International Teaching Assistants, redaktorzy Stephen Daniel Looney i Shereen Bhalla, 82–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925556-006.

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Hoffmann, Max, Katharina Schuster, Daniel Schilberg i Sabina Jeschke. "Bridging the Gap Between Students and Laboratory Experiments". W Automation, Communication and Cybernetics in Science and Engineering 2015/2016, 253–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42620-4_20.

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Mâță, Liliana. "Ethical Rules of Online Communication Between University Teachers and Students". W Ethical Use of Information Technology in Higher Education, 99–112. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1951-9_7.

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Dhaka, Poonam, i Cynthia Naris. "A Study of the Correlation Between Internet Addiction and Aggressive Behaviour Among the Namibian University Students". W Lecture Notes on Data Engineering and Communications Technologies, 1–9. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7641-1_1.

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Anosova, Natalia, i Alexandra Dashkina. "The Teacher’s Role in Organizing Intercultural Communication Between Russian and International Students". W Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 465–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_49.

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Fong, Lawrence Hoc Nang, Hee Andy Lee, Daniel Leung i Rob Law. "Between Online and Offline Channels: Internship Information Search by Tourism and Hotel Management College Students". W Information and Communication Technologies in Tourism 2013, 519–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36309-2_44.

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Streszczenia konferencji na temat "Communication between lecturers and students"

Fajrie, Mahfudlah, i Dwi Arianto. "The Influence of Whatsapp Application towards the Communication Ethics between Lecturers and Students". W Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, March 6th 2021, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.6-3-2021.2305957.

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Tihomirova, Kristina, i Linda Mezule. "Information overload and lecturer mistakes during engineering course organization". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11190.

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It has been observed that huge amount of information received from teachers can create a feeling of overload for students. Selection of modern teaching methods do not always help to solve this issue. To identify the link between information overload at various study course organization models (regular, advanced and super-advanced), various lecturer types have been described. These include apathetic, formal, teacher-centred egoist, student-centred chaotic lecturer and activist. The results demonstrated that course organization in engineering studies is closely linked to the personality of the lecturer. Successful course organization is based on good time management, selection of appropriate amount of information. In advanced and super-advanced courses regular communication between lecturers and experts in practice is favoured. At the same time selection of adequate amount of study material based on the general knowledge level of the students is required. To achieve the goal, each lecturer should evaluate the level of information required and the overall interest level of students in the course topic on a regular basis before the beginning of the course.

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Miliszewska, Iwona, i Grace Tan. "Web ACE - A Study in Reciprocal Informing". W InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2785.

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A Computer Science degree includes a compulsory final year Project subject. The Project involves the design and implementation of a real-life computer application for a client, and gives students an opportunity to work in a setting emulating a real-life information technology environment. Students undertake the Project subject together with its co-requisite subject in English Language and Communication. The English subject focuses on consolidating written and oral communication skills such as compilation of technical reports, and delivery of oral presentations - skills directly relevant to the Project. This paper reports on a unique Project experience where a group of students developed a Web based system for ‘special’ clients - their English lecturers. The paper discusses the rationale for the project, its details and benefits. It highlights the relationship between the Project students and the English lecturers and the dual roles of informers and clients, that each of the parties played in the process.

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Davidova, Jelena, i Irena Kokina. "Study environment in the context of HEI study quality assurance: Case study at Daugavpils University (Latvia)". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9047.

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In recent years the system of higher education quality assurance has undergone several essential changes: a greater emphasis is being laid on the qualification framework, on student-centered learning and study results, the development of the teaching staff, active students’ participation in the assessment of the study process. The given study is oriented towards studying students’ opinions about the quality assurance of a study process at Daugavpils University (DU), Latvia. The participants of this study were 60 students from 12 master and doctoral study programs at Daugavpils University. The analysis of structured interviews with the students made it possible to identify the typical characteristic features of DU internal quality assessment. The research showed that students assess highly lecturers’ personal qualities (attitude to their profession, personal interest in students’ success, empathy, striving for cooperation) and their professional qualities (knowledge of the subject, didactic and communicative competence, and ability to get the feedback from students as well). To promote the cooperation between the students and the academic staff of DU, it is useful to practice trans-disciplinary out-of-study forms, which contribute to a deeper understanding of the study content, of topicalities in global education and possibilities of synergetic thinking in cooperation with students and lecturers. Keywords: quality assurance, higher education institution

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Kokina, Kristina, Linda Mezule i Anatolijs Borodinecs. "Board game for the engineering students to promote interest in city infrastructure courses". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13027.

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Learning is a complex process that includes self-motivation, self-control and self-discipline. The efficiency of learning depends on the motivation of students and overall atmosphere in the classroom. At the same time, promotion of interest to communicate out of the classroom is of the same importance. Furthermore, if students find an interest in a specific professional field during the out-of-classroom activities, the study process in engineering sciences becomes easier and more enjoyable.To promote the interest in engineering studies at Riga Technical University study programme Heat, Gas and Water Technology, workshops at the infrastructure units of the related industry representatives, summer workshops in the sports, seminar and recreation centre, as well as basketball and table tennis competition between teachers and students are organized on a regular basis. Through the thematic games, teachers find the motivation to upgrade the quality of the study process and students gain more information on the topic and ability to achieve higher results. The proposed board game for the out-of-classroom activities is a successful method to facilitate the communication between lecturers and students in practice. At the same time, the game contains control questions that allow to stimulate and promote the knowledge level of the students.

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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers". W InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***

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Kautz, Christian H., i Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics". W ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.

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We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an instructional tool. In recent decades, research on student understanding in science and engineering has revealed that traditional quantitative problems often are not a suitable tool for the assessment of conceptual understanding. On the basis of results from prior investigations in the context of thermal physics we have therefore begun to administer “conceptual” questions to students of engineering thermodynamics. These questions are delivered through ungraded quizzes, course examinations, and as interactive lecture questions (ILQs or “clicker questions”) via a classroom communication system. While only the two written formats require students to explain the reasoning supporting their answers, we have found that there is good agreement between the results obtained through different methods. Our work so far has concentrated on probing student understanding of (1) work and the application of the first law to closed systems and flow processes, (2) the distinction between state and process quantities, in particular student understanding of entropy as a state function, and (3) the application of the second law, especially to refrigeration cycles. Conceptual difficulties that we have observed include, for example, the students’ tendency to associate an increase in entropy of the system with any irreversible process even if the state function property of the entropy leads to a different result. Similar difficulties have been documented in the context of introductory and upper-level physics courses. While ILQs serve as a research instrument, we also recognize their potential as an effective instructional tool. Data from post-tests suggest that the use of such questions can enhance student learning in traditional lectures. In addition, we discuss how results from this study contributed to the writing of a textbook on engineering thermodynamics.

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Palupi, Indriati Retno, i Wiji Raharjo. "Zoom As A Tool For Online Learning". W LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.192.

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There Change the design of the studying process in University during the covid-19 pandemic from face to face to online learning needs some tools to support it. Some tools coming with their own advantages and disadvantages. One of them is Zoom. It becoming tools liked by many lecturers and college students because easy installation process and complete features although it is not free and easy to hack. Nevertheless, internet access is still becoming a big problem in online learning. A mix between two tools of online learning is one of the solutions, for example, zoom and google classroom application. Zoom is used for virtual communication in online learning but it does not provide features for sending the assignment. Otherwise, google classroom provides features to send and receipt some assignments, and it can save the quote on the internet. Both of them will complete each other to support all needs in online learning.

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Stiehm, Sebastian, Larissa Köttgen, Sebastian Thelen, Mario Weisskopf, Florian Welter, Anja Richert, Ingrid Isenhardt i Sabina Jeschke. "Blended Learning Through Integrating Lego Mindstorms NXT Robots in Engineering Education". W ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51641.

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The current program for Mechanical Engineering at the RWTH Aachen University in Germany has more than 1500 students enrolled. Lego Mindstorms’ NXT Robots are fully integrated in the current Engineering Education stream to help students practically apply theoretical concepts. The courses Communication and Organizational Development (KOE) and Computer Science in Mechanical Engineering 1 (INFO1), provided by the interdisciplinary institute cluster IMA/ZLW, follow a newly-designed “blended learning” approach. This institute cluster is composed of the Institute of Information Management in Mechanical Engineering (IMA) and the Center for Learning and Knowledge Management (ZLW). These institutes are currently within the Faculty of Mechanical Engineering at RWTH Aachen University. Two years ago, the course KOE was redesigned and redirected towards a “Flipped Classroom” concept by initiating online lectures and a discussion class. Thus, the tutorial class ROBOFLEX as part of the KOE curriculum is introduced. ROBOFLEX is a two-stage business simulation that enables students to experience realistic virtual communication within computer science and engineering disciplines. Students are divided into groups of about thirty people, and become entrepreneurs and founders of start-ups that specialize in the production of innovative robots for the automotive industry. They create these robots using Lego Mindstorms’ NXT. Since its conception, the course INFO1 has been accompanied by a lab component, where students apply the concepts taught in class in a team-focused software design project. In 2011, the lab concept was changed into a two-stage robotics programming project based on Lego Mindstorms’ NXT Robots and the Java programming language. In the first stage, students practice the fundamental programming concepts that are presented in the lecture by completing a series of exercises in a self-paced manner. The second stage focuses on applied problem-solving. In this stage, pairs of students apply the previously-learned programming concepts to program a “pick-and-place” robot that is equipped with various sensors. The integration of Lego Mindstorms’ NXT Robots into these courses also join the concepts of the two described courses. While KOE delivers organizational and communicational skills, INFO1 provides technical and domain-specific skills. Here, the robots represent the connecting element. The problem-based second stage of INFO1 benefits from the skills that are taught in KOE. Because INFO1 is scheduled in the term following the KOE, it offers a direct opportunity for students to transfer the KOE skill set from the lecture where it was taught into a new context that is primarily concerned with a different subject. Both classes have been evaluated and developed independently in the past. Since last year’s introduction of ROBOFLEX in KOE, synergies between both lectures are becoming a main component of their further developments. In this paper the recent developments in both courses will be compared and discussed. Specific measurable effects concerning learning capability, motivation and learning endurance are being portrayed by using blended learning approaches.

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Gill, David D., i Jeffrey L. Newcomer. "“To the Boards”: Team-Based Design for Student-Centered Learning". W ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70571.

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Engineering design is a complex subject that is often a challenge for students to learn. Heuristic-based design, design that primarily utilizes “rules of thumb” or best practices, can be even more challenging for students to learn when they do not yet have the experience to choose between competing design guidelines. Faculty of Manufacturing Engineering at Western Washington University sought to improve the students’ learning in a senior-level, undergraduate course in Design of Tooling, a heuristic-based design discipline. The faculty worked to answer the question “How can team-based active learning approaches be effectively utilized for students learning a heuristic-based design topic?” In answering this question, the faculty developed and implemented a team-based, student-centered design activity called To the Boards. This activity, where small groups of students simultaneously develop tooling designs at whiteboards around the room, has improved the students’ retention of key concepts and helped students learn to analyze and apply competing design parameters. Performing the work on white boards encourages participation by all members of the group and enriches the design evaluation experience through a collaborative analysis of the many different design solutions developed by all the groups. Use of To the Boards, in conjunction with out-of-class reading, short lectures, and five large projects, has proven to be an effective tool for engaging students in learning, helping them to evaluate and apply competing design goals in the solution of complex engineering problems, and enabling collaborative design through communication of engineering concepts using sketches. Results of this activity have been measured through student performance and student feedback. Student performance on projects demonstrated the appropriate utilization of knowledge and skills learned in class with all students performing at satisfactory or exemplary levels when evaluated against ABET learning outcomes for design. Student feedback has been largely positive with the students recognizing the value of the knowledge and tooling design skills and also of the communication and teamwork skills that are acquired through the activity.

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Raporty organizacyjne na temat "Communication between lecturers and students"

Hight, Robert. Communication Barriers Between White Social Work Students and Black and Chicano Clients. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2543.

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Milek, Karen, i Richard Jones, red. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, wrzesień 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.

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