Bibliografias temáticas / Research – methodology – study and teaching (higher)

Literatura científica selecionada sobre o tema "Research – methodology – study and teaching (higher)"

Autor: Grafiati

Publicado: 26 de julho de 2024

Última modificação: 27 de julho de 2024

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Artigos de revistas sobre o assunto "Research – methodology – study and teaching (higher)"

Holland, Lynda, e Joy Garfield. "Linking Research and Teaching". International Journal of Information Technologies and Systems Approach 9, n.º 2 (julho de 2016): 23–38. http://dx.doi.org/10.4018/ijitsa.2016070102.

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This paper links research and teaching through an applied Soft Systems Methodology case study. The case study focuses on the redevelopment of a Research and Professional Skills module to provide support for international postgraduate students through the use of formative feedback with the aim of increasing academic research skills and confidence. The stages of the Soft Systems Methodology were used as a structure for the redevelopment of module content and assessment. It proved to be a valuable tool for identifying complex issues, a basis for discussion and debate from which an enhanced understanding was gained and a successful solution implemented together with a case study that could be utilised for teaching Soft Systems Methodology concepts. Changes to the module were very successful and resulted in significantly higher grades and a higher pass rate.

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Erlinda, Rita, Darmayenti e Merry Prima Dewi. "Undergraduate Students’ Difficulties in Mastering Research Methodology Course in Islamic Higher Education". Journal of Education Research and Evaluation 6, n.º 4 (14 de dezembro de 2022): 739–47. http://dx.doi.org/10.23887/jere.v6i4.48414.

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In general, undergraduate students perceived Research Methodology course as a complex subject. The present study aims to find out undergraduate English Teaching Department students’ opinion on the implementation of Research Methodology course, students’ difficulties in mastering the topics of Research Methodology course, and factors affecting their difficulties in comprehending Research Methodology course in three State Islamic higher education in West Sumatera, Indonesia. The study was survey research with cross-sectional design. One hundred twenty-five active students enrolled in Research Methodology subjects participated in this study. Questionnaires were used to collect the data. The findings revealed that 66.65% students perceived that the Research Methodology course implemented properly; 67.74% students perceived that they comprehended quantitative research topics and 65.56% qualitative research topics; 75.30% students perceived that Research Methodology was a complex course; and dominant factor causing students’ difficulties in comprehending learning materials/topics was teaching and learning process (40.00%). It implies that a new and innovative teaching model should be developed by the lecturers in order to gain the aims of Research Methodology course and to help the students to be better in the learning engagement, critical thinking and research skills.

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Molina, Gloria Milagros Torres, Míriam Liliana Flores Coronado, Carlos Fabian Falcon, July Rivera-Zamudio e Luis Alberto Núñez Lira. "Digital teaching skills: comparative study in higher education". Revista Tempos e Espaços em Educação 14, n.º 33 (25 de abril de 2021): e15527. http://dx.doi.org/10.20952/revtee.v14i33.15527.

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Research entitled Comparative study of the teacher's digital competencies since the perception of students from four Senati locations, Lima-2020 was intended to establish the significant differences in digital competences between teachers of the different senati headquarters, located in Lima Metropolitana and Callao; the work followed the quantitative methodology, descriptive, comparative and explanatory level; the population was 4440 students with a random sample stratified of 354; the instrument was subjected to the reliability and validity of both content and construct. The main results established that at least two population means are different, as indicated by the p value (0,000) and F (11,819). Lima Cercado's headquarters were also shown to perform better compared to the other headquarters.

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Tussupova, Gulden, Natalya Ustelimova, Aiman Aubakirova, Aigul Kassenova e Aigul Kadyskyzy. "Methods of teaching foreign languages on the example of a higher educational institution". Scientific Herald of Uzhhorod University Series Physics, n.º 56 (28 de fevereiro de 2024): 907–15. http://dx.doi.org/10.54919/physics/56.2024.90pdu7.

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Relevance. The relevance of the declared subject of scientific research is determined by the growing need for learning foreign languages and the problems of finding an effective methodology for teaching foreign languages in modern higher educational institutions of Kazakhstan. Purpose. The purpose of this research paper is to study the main stages of learning in the study of a foreign language and the methodology of teaching foreign languages on the example of the L.N. Gumilyov Eurasian National University. Methodology. The basis of the methodological approach in this research paper is a qualitative combination of theoretical and diagnostic research methods. In particular, analysis, synthesis, interpretation, generalization and abstraction were used to determine theoretical approaches to explaining the methodology of teaching foreign languages, the comparative-historical method, the problem-comparative and structural method were used to characterize the main learning stages in the study of a foreign language, and diagnostic methods, including questionnaires, interviewing and testing, were used to study the methodology of teaching English. Results. The main results obtained in the framework of this scientific research should be considered the rationale for the methodology of teaching English at the L.N. Gumilyov Eurasian National University and highlighting the main learning stages in the study of English with the help of diagnostics, which was carried out on the basis of this educational institution. The results of this scientific research are of practical value for teachers of foreign languages, as well as for other researchers and methodologists. Conclusions. In conclusion, this study highlights the effectiveness of the methodology for teaching English at L.N. Gumilyov Eurasian National University, emphasizing the importance of diagnostic methods in identifying key learning stages. The findings offer practical value for foreign language educators and researchers, providing a framework for improving foreign language instruction in higher educational institutions in Kazakhstan. Keywords: information technologies; communicative competence; communicative culture; curricula; teaching specifics

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Liepa, Diāna, e Ausma Špona. "Teaching and Learning in Higher Education". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (24 de julho de 2015): 162. http://dx.doi.org/10.17770/sie2014vol1.740.

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The aim of the article is development of structure of experience for the improvement of students’ learning experience. The research provides an explanation of models used in the process of language acquisition, it reflects the historical development of methodology, and it explores the student as a special subject of study work – an active person, performer of an activity. The process of foreign language acquisition is based on the attitude to the student as an active subject of this process. The process of language acquisition stimulates the students’ ability to use the foreign language in various situations of life. Research Methods Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, analysis. The research is based at the Riga Teacher Training and Educational Management Academy RTTEMA Pre-School and Primary School Teacher programmes.

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Videla, Carmen Burgos, e Javiera Martinez Diaz. "Innovation for English language teaching in higher education". New Trends and Issues Proceedings on Humanities and Social Sciences 6, n.º 7 (31 de dezembro de 2019): 159–71. http://dx.doi.org/10.18844/prosoc.v6i7.4525.

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This research aims to learn about the perception about didactics of professors who teach English in the study programs of Bachelor of Education and English Pedagogy, and Bachelor of English and English-Spanish Translation at the University of Atacama, Copiapo, Chile. For this, a qualitative pilot research was conducted, using the case study approach and the associative letters method for data collection, using as an inductive concept ‘didactics of the English language’. This, in order to gather information about didactics in English teaching, given through the four production and comprehension language skills: writing, reading, speaking and listening. The first findings show a lack of innovation in the field of teaching and unawareness of it. Within the data of the pilot sample, the concepts ‘skills’ and ‘methodology’ stand out as central elements in the English Language Teaching didactics. From this small pilot research, the idea of the importance of communication and methodology as key concepts to be included in the next investigation is reinforced, so that the data collection is meaningful, and a close intervention could be achieved, where the teachers reflect on the didactics used in a more comprehensive and less recursive way. Keywords: Didactics, higher education, innovation, language teaching, second foreign language.

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PETRE, Gianina. "TRAINING HIGHER EDUCATION STUDENTS FOR TEACHING IN VIRTUAL CLASSES. A CASE STUDY IN AN ASIAN CONTEXT". JOURNAL PLUS EDUCATION 31, n.º 2/2022 (1 de novembro de 2022): 238–50. http://dx.doi.org/10.24250/jpe/2/2022/gp.

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During the COVID-19 pandemic, teachers from higher education faced challenges on how to adequately adjust their teaching from a face-to-face to an online format to train future teachers properly. The study aimed to illustrate participants' experiences regarding their training during virtual courses in an international Asian HE institution. The applied methodology was qualitative, with a case study as a research design, intending to understand participants' experiences and adjust the training model for virtual classes in a particular Asian context. The participants were MA and Ph.D. in education students enrolled in the Instructional Models class, delivered online. Data collection consisted of (a) a focus-group discussion (with five participants) lasting for one hour and a half; (b) document analysis (15 students' journals); (c) video records for five micro-teaching; (d) one study group that lasted for 60 minutes organized to reflect on the 14 micro-teaching lessons. After thematic coding of data, the results revealed participants' empowering experiences during training, with challenges and success in conducting micro-teachings for virtual classes. The participants recommended including more micro-teaching sessions to master the teaching strategies demonstrated and introducing basic training in using technology for those who did not have technological skills. With empowering but still challenging teaching experiences, for further studies, the recommendation is to apply the training model in an online context, for both pre-service and in-service teachers, from different levels of education.

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Medetbayeva, Salima, Yelena Bayzakova, Zhanar Zhumagalieva, Bagdagul Kadyrbayeva e Gulnur Dauitova. "Digitalisation of higher education: a methodology for applying modern technology to science teaching". Scientific Herald of Uzhhorod University Series Physics, n.º 56 (16 de fevereiro de 2024): 198–205. http://dx.doi.org/10.54919/physics/56.2024.19fyr8.

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Relevance. When investigating the peculiarities of social relations formation in the 21st century, it should be noted that to a greater extent they are formed under the influence of such phenomenon as digitalisation. Undoubtedly, this factor is also reflected in the educational environment, as evidenced by a number of government programs and plans to modernise this sphere. Thus, the relevance of the issue under study is extremely significant today; in particular, its results are a priority source for further research. Purpose. The aim of this paper is therefore to investigate methods and approaches to introduce digital technologies and tools in the process of research in the field of science. Methodology. Of course, this issue is broad enough in its content that a number of methodological tools must be used. In particular, the functional and methodological approaches, and the methods of analysis and synthesis, comparison, deduction, and generalisation. Results. The research resulted in a several important conclusions, among which are both theoretical and practical foundations, which are the basis of the topic in question. Accordingly, the theoretical part analysed the general concepts that form the object of this study and reveal its internal structure. In the practical part, specific digital ways and tools that can be used to implement the learning process in higher education institutions have been studied. Conclusions. The study highlighted that digitalisation is the key to the successful development of the whole educational environment and to improving the quality of educational services in higher education institutions. The practical value of the work is revealed in the fact that it can be used both for the development of curricula in universities and as a source for further scientific developments. In particular, a priority issue for consideration in future research is the analysis of the main ways of involving artificial intelligence in the study of narrow disciplines. Keywords: Salima Medetbayeva, Yelena Bayzakova, Zhanar Zhumagalieva, Bagdagul Kadyrbayeva, Gulnur Dauitova

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Rêgo, Heleine Maria Chagas, e José roberto Rodrigues. "Methodology of problematization with the maguerez’s arch: an alternative method for teaching, research and study in dentistry". Brazilian Dental Science 18, n.º 1 (27 de fevereiro de 2015): 34. http://dx.doi.org/10.14295/bds.2015.v18i1.1047.

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Objective: evaluate the application of the problematization methodology(PM) (Arch Maguerez), as an alternative teaching-learning method in formation post-graduation students. Material and Methods: 25 post-graduate students of the program in Restorative Dentistry at the School of Dentistry of ICT-Office of Science and Technology of São José dos Campos, São Paulo State University – UNESP, who were part of the discipline of Applied Teaching Higher Education , developed activities that characterized the problematization methodology (PM) and the traditional teaching methodology in force. By means of a questionnaire it was possible to assess the perception the students had of the activities made. Results: It was observed that problematization methodology (PM) was a valid alternative teaching-learning method for formation of new professors, in the opinion of students. Conclusion: problematization methodology (PM) can be applied as a complementary tool in the construction of the future professors’ knowledge, in addition to being a strategy for research and study.

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Tushko, Klavdiia, e Serhiy Sovva. "METHODOLOGY OF TEACHING THE STUDY-TECHNOLOGY DISCIPLINE TO FUTURE BORDER OFFICERS". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», n.º 1(48) (27 de maio de 2021): 419–22. http://dx.doi.org/10.24144/2524-0609.2021.48.419-422.

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The purpose of the article is to analyze the content of the methodology of teaching the course «Start-up-technology» to future border guards. Applied research methods: search and bibliographic (for systematization and organization of the source base; system and subject analysis (to clarify the content of scientific and pedagogical concepts and categories in accordance with the research problem); analysis of scientific and methodological literature, dictionary and reference literature). The article highlights the specifics of the methodology of teaching the discipline «Start-up Technology» to future border guards. The authors touched upon the problems of the quality of higher education in Ukraine, and in particular higher military education. A number of scientific works on the research problem are analysed: publications, monographs, and dissertations. The essence of the methodology of teaching «Start-up-technologies» the authors revealed on the example of the specialty «Telecommunications and Radio Engineering» at the Border Academy. The main features of the methodology are: construction of the working program of the prescribed discipline, taking into account the content of the professional activities of border guards; the distribution of classroom hours was carried out in such a way that most of them provided practical training for future border guards. Approximately 26 teaching hours out of 46 classroom classes are practical classes, the rest are lectures and seminars; a wide range of pedagogical technologies was used during practical and seminar classes with future border guards: from interactive conversations to collaborative technologies; ensuring interdisciplinary communication, as «Start-up technologies» are related to the disciplines «Philosophy», «Political and economic systems», «Project management» and others; use of managerial potential of academic discipline, in order to form the ability to make decisions and awareness of responsibility for these decisions; formation of a new style of thinking, demonstrated by the owners of start-ups around the world; expanding the worldview of border cadets; ensuring the education of future border officers, in particular such qualities as tolerance, restraint, etc.

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Mais fontes

Teses / dissertações sobre o assunto "Research – methodology – study and teaching (higher)"

Sotshangane, Nkosinathi Owen. "Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology". Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/901.

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This study was originally undertaken to change and improve the way I do my practice at Walter Sisulu University as a Research Associate whose responsibility is to facilitate research capacity development and research excellence within the University, amongst academics and postgraduate students. The success of the Research Resource Centre that I manage depends on the way I promote research culture and research productivity amongst academics and postgraduate students. According to Leedy and Ormrod (2013, p. 2), research is a systematic process that is used to collect, analyse, and interpret data in order to increase my understanding of the phenomenon about interest and concern about a given/identified phenomenon. In this case my own practice changed and improved for the better. The main objective of this study, therefore, was to examine the reasons behind the decline in research productivity in terms of research output and how this could be reversed through action research study intervention in order to enhance research productivity at Walter Sisulu University (WSU). The Department of Higher Education and Training’s (DHET) allocation of research output units for WSU indicated that there was a decline in research output from 2005 to 2010. The extent to which my practice improvement could contribute towards changing or improving research productivity was a question which this study addressed through a quantitative, qualitative and self-reflective action research cyclic inquiry. I organized sample strategies of this study as follows: For quantitative data, I used 120 lecturers as my respondents through questionnaires (females = 47 and males = 73) who were randomly selected; For qualitative data, I used 24 lecturers as respondents who were randomly selected with whom I conducted interviews; and For self-reflective action research cyclic inquiry I used 7 Transformative Education/al Studies (TES) project group members as my focus group. My research findings concluded that the heavy teaching workload at WSU was problematic and lecturers/academics could not devote time to do research. My recommendation is that research should be made compulsory so that academics become aware that at least one or two published articles are required from them, for the benefit of annual university research productivity. Some research participants also recommended that the Research Resource Centre must include programs that focus directly on active participation in research in order to increase the capacity of individual researchers so as to build a critical mass of competent researchers, perhaps by even including incentives as a reward for doing research. According to Koshy (2010), action research is a specific method of conducting research by professionals and practitioners with the ultimate aim of improving practice. My new knowledge, therefore, in respect of how a concerned Research Associate, from a Historically Disadvantaged Institution (HDI), provided the impetus to create a collaborative practice in a higher education institution which was forced to merge with two former technikons (which lacked understanding of what a university means by research productivity and research output). I consequently developed the Nkosinathi Sotshangane’s cyclic practice improvement model through self-reflective action research, from which I believed other research practitioners could learn by doing something similar in their own context.

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Chan, Wai Lin Natalie. "Comparison of the effectiveness of implicit learning and explicit learning of a report writing in Hong Kong tertiary institution". HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/847.

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Penn-Edwards, Sorrel. "Conceptions of information video in university research and teaching: A phenomenographic study". Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.

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Video, a major medium of communication with which this study is concerned, is seen to possess characteristics distinguishing it from broadcast television. Five genres of video are identified: Information, Documentary, Entertainment, Enrichment, and Experimental, the first of which embraces usage in research and teaching. In this respect Information Video has two sub-genres, Process Video (unplanned and/or unscripted) and Product Video (planned and/or scripted), both of which are examined in this study. The locale of the field of study is within post-mass media communication with the theoretical framework deriving from the work of Krippendorff who states that whilst no one individual can share another's thoughts (internal understandings) there can be 'expressed understandings' communicable to others. Because individuals are different, as are their experiences and backgrounds, the extent to which an 'expressed understanding' is shared will vary from person to person. 'Internal understandings' about Information Video as used in research and teaching are only able to be articulated when they become 'expressed understandings'. Those understandings or conceptions, which are 'understood' by others, become shared and form a 'collective pool' of 'expressed understandings'. In specific areas such as jurisprudence, visual anthropology and the quantitative sciences, the 'collective pool' of expressed understandings is formalised in published procedures, codes and texts thus becoming 'procedural'. This study lies in the domain of research and teaching in which there is no formalised recognition of collective 'expressed understandings'; that is, where Information Video is non-procedural. Problematisation of an issue or process occurs in two distinct stages: awareness of the existence of the context in which the issue or process lies (conceptualisation) and identification of the issue or process within the context (proceduralisation). This study proposes that although the use of Information Video may be non-procedural it is not necessarily 'unconceptualised'. Following this the research questions are 'What conceptions of the phenomenon of Information Video in researc~ and teaching are held by non-procedural users ?'and 'Is it necessary for the use of Information Video to be problematised in all research and teaching?'. A communication model for Information Video is created to facilitate contextual grouping and discussion of published reports from non-procedural users covering a broad spectrum of use and disciplines. This model comprises five elements; VideoRecording (technological and human factors influencing recording), Video-Viewing (technological and human factors influencing viewing), Video-Medium (characteristics of the video-medium; technical and human aspects), Video-Data (technical considerations and human understandings of the video-data), and Video in a Research and Teaching Context (function of video in a research and teaching context; technical and human aspects). Documentation of the procedural use of Information Video shows that problematisation includes practical factors (shot sizes and obtrusive placement of equipment), and philosophic considerations (theories of realism and emotive responses), both of which influence the recording, viewing and interpretation. These factors are also applicable in non-procedural use. The literature makes clear that where non-procedural users consider that Information Video can have measured influence on events it is occasioned by 'chance' and introspection without reference or adequate comprehension and experience of video use. Twenty staff and postgraduate students are interviewed, their responses phenomenographically analysed and six categories of description of Information Video extracted; Video as Data-Reality, Video as Subject-Facilitation, Video as a DataPackage, Video as Practitioner-Augmentation, Video as a Practitioner-Problem, and Video as a Data-Component. The multifarious relationships between the six categories and research and teaching are clarified in the diagram where the Outcome Space displays the manner of practitioner approach (grounded either in 'theory' or 'practice'), and a focus on 'video-data' or on 'videoing', the latter being a process which includes the role of people and equipment. Comparison of categories of description held by the interviewees, and mentioned in the published literature reviewed, shows that although researchers and teachers may use video in a non-procedural way, (the second stage of problematisation), the first stage of problematisation, that of conceptualisation, is present. This is found to be characterised by fragmentation, diversity, non-specific relationships with disciplines, sublimation, and introspection. This study also finds that for texts to be comprehensive and useful to a wide range of Information Video users, individual understandings must be addressed. It proposes that a non-discipline based Information Video in research and teaching text may be a way to improve the use of 'non-procedural' Information Video.

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Melhuish, Kathleen Mary. "The Design and Validation of a Group Theory Concept Inventory". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2490.

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Within undergraduate mathematics education, there are few validated instruments designed for large-scale usage. The Group Concept Inventory (GCI) was created as an instrument to evaluate student conceptions related to introductory group theory topics. The inventory was created in three phases: domain analysis, question creation, and field-testing. The domain analysis phase included using an expert consensus protocol to arrive at the topics to be assessed, analyzing curriculum, and reviewing literature. From this analysis, items were created, evaluated, and field-tested. First, 383 students answered open-ended versions of the question set. The questions were converted to multiple-choice format from these responses and disseminated to an additional 476 students over two rounds. Through follow-up interviews intended for validation, and test analysis processes, the questions were refined to best target conceptions and strengthen validity measures. The GCI consists of seventeen questions, each targeting a different concept in introductory group theory. The results from this study are broken into three papers. The first paper reports on the methodology for creating the GCI with the goal of providing a model for building valid concept inventories. The second paper provides replication results and critiques of previous studies by leveraging three GCI questions (on cyclic groups, subgroups, and isomorphism) that have been adapted from prior studies. The final paper introduces the GCI for use by instructors and mathematics departments with emphasis on how it can be leveraged to investigate their students' understanding of group theory concepts. Through careful creation and extensive field-testing, the GCI has been shown to be a meaningful instrument with powerful ability to explore student understanding around group theory concepts at the large-scale.

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Loveless, Jerry C. L. "The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses| Faculty Member Perspectives and Potential Barriers". Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540707.

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Previous research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative interview study is to explore higher education sociology faculty members' understandings of the use of music as a pedagogical tool, and the perceived importance of student engagement to student learning among higher education sociology faculty members.

In this study, it is found that higher education sociology faculty members believe student engagement can lead to increased student learning. It is also found that higher education sociology faculty members generally identify music as an effective pedagogical tool for promoting student engagement and learning in higher education sociology courses. Interestingly, participants believed the use of music as a pedagogical tool to be an uncommon practice in higher education sociology courses in the United States. As part of their efforts to explain their choices to use or not use music as a pedagogical tool, faculty participants described potential barriers that may impact faculty member choices to use music in their higher education sociology courses.

Sociology faculty participants in this study agreed that a lack of discussion of pedagogical tools among colleagues and in teaching courses might serve as a potential barrier for the use of music as a pedagogical tool. Higher education sociology faculty participants also identified a lack of knowledge of how to use music as a pedagogical tool as a potential barrier for the use of music in sociology courses. This research suggests that the lack of faculty knowledge of music as a pedagogical tool may be due to the lack of discussion of pedagogical tools both among colleagues and in the teaching courses completed by higher education sociology faculty members.

Past research has suggested that sociology faculty members need to create an environment that encourages students to be active and engaged participants in their own learning through building a community of learners. This study suggests that higher education sociology faculty members may successfully build a community of learners through using music as a pedagogical tool in their courses. This study recommends that changes at the departmental level need to occur in order to make it easier for sociology faculty members to gain the knowledge required to use music effectively in their courses. Suggestions for practice and future research are provided.

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April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.

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Thesis (MEdPsych)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.

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Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.

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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.

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Burns, 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.

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Postsecondary teaching and learning must be reoriented to equip learners with the knowledge, skills, and values they will need for creating a more sustainable world. This action research study examined the effects of implementing the Bums model of sustainability pedagogy in university courses taught by the researcher. This model is comprised of five key dimensions: (1 )Content; (2)Perspectives; (3)Process; (4)Context; and (5)Design. The Burns model of sustainability pedagogy seeks to: (1) increase learners' systemic understanding of complex sustainability issues (Content); (2) provide learners with opportunities to think critically about dominant paradigms, practices and power relationships and consider complex ecological and social issues from diverse perspectives (Perspectives); (3) enhance learners' civic responsibility and intentions to work toward sustainability through active participation and experience (Process); (4) increase learners' understanding of and connection with the geographical place and the community in which they live (Context); and (5) utilize an ecological course design to create transformative learning (Design). This pedagogical model reflects education as sustainability, a transformative learning process through which learners' values and perspectives change so that they are able to embrace sustainability and take action for change. Findings revealed that through the use of sustainability themes, students came to understand sustainability Content concretely, personally, and multidimensionally. Students understood multiple Perspectives and power relationships through experiential learning, through relationships with one another, by hopeful examples, and by learning to think critically. Due to a participatory and experiential learning Process, students expressed intentions to buy locally and to act directly for sustainable change. Through a focus on Context, students experienced stronger connections to their local community. A self-reflective teaching process and relational learning was important to the Design of a transformational learning process. The results show that the Burns model of sustainability pedagogy can be adapted to university courses in various disciplines. This study contributes to the field of sustainability education by providing an example ofan effective model for teaching sustainability at the university level. In order to prepare diverse learners for leadership roles in a sustainable world, attention must be focused on integrating transformative sustainability pedagogy throughout postsecondary education.

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Mokhele, Paul Rampaola. "Developing teaching and learning skills at a Higher education institution: a collaborative action research study". Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007960.

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The thesis which was originally undertaken to improve my teaching skills and determine ways of allowing me space to live my academic values also turned out to become the enquiry to investigate students’ learning and study skills. Students and I collaborated in a year-long self-study action research where we were trying different teaching-learning strategies in order to improve our practice(s). Throughout the study I kept a reflective journal and students also reflected in a portfolio of learning their impressions about the new teaching-learning strategies. In addition to these data gathering methods data from students were gathered using chats, observation, and open-ended questionnaire. Data was analysed using a narrative method, reflexivity principle, and grounded theory. There are two major steps I followed in this study which are aimed at improving students’ basic study and learning skills, and my teaching skills. The first relates to action research into student learning at the school of Mathematics Science and Technology (MSTE) at a rural university. The study reveals that: Students have their own different and unique styles of learning, implementing various learning styles afford students an opportunity to find a style that matches their own. The second action step relates to my own self-study research trying different teaching methods based on my academic and personal values. Here, the study reveals that: The best teaching-learning practice is the one developed and agreed upon between the teacher educator and his or her students. These ‘action’ steps were not mutually exclusive – they were conducted in parallel. After the description of developing student learning skills at undergraduate level my reflections on the study followed in relation to theories and methods of teaching-learning and further revealed that what works with one group of students will not necessarily work with another group. The best teacher educator is constantly seeking ways of improving the learning experience of his or her students. The recommendations that teacher educators should become self reflective practitioners and improve their professions using self-study collaborative approach will benefit other teacher educators who are keen to study and improve their practice.

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Sade, Sarah. "The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study". Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.

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Livros sobre o assunto "Research – methodology – study and teaching (higher)"

1953-, Bangura Abdul Karim, ed. Research methodology and African studies. Lanham: University Press of America, 1994.

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Dele, Layiwola, ed. A handbook of methodology in African studies. Ibadan: John Archers, 1999.

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Staines, Gail M. Social sciences research: Research, writing, and presentation strategies for students. 2^a ed. Lanham, Md: Scarecrow Press, 2008.

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Rampino, Lucia. Design research: Between scientific method and project praxis : notes on doctoral research in design 2012. Milano, Italy: FrancoAngeli, 2012.

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Staines, Gail M. Social sciences research: Writing strategies for students. Lanham, Md: Scarecrow Press, 2000.

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Nelson, Jennie. Constructing a research paper: A study of students' goals and approaches. Berkeley, CA: University of Calif., Center for the Study of Writing, 1992.

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Nelson, Jennie. Constructing a research paper: A study of students' goals and approaches. Berkeley, CA: Center for the Study of Writing, Carnegie Mellon University, 1992.

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Gurova, I︠A︡nina. Istorii︠a︡ metoda istoriko-ėkonomicheskoĭ nauki. Ulʹi︠a︡novsk: UlGU, 1999.

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Netherlands. Ministerie van Onderwijs en Wetenschappen. e Netherlands. Ministerie van Landbouw en Visserij., eds. Concept-beleidsnotitie internationalisering van onderwijs en onderzoek. Zoetermeer: Ministerie van Onderwijs en Wetenschappen, 1987.

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Báez, Luis Lloréns. La ciencia que todos podemos entender: Un acercamiento a nuestra formación científica en las instituciones de educación superior. Mexicali, B.C., México: Universidad Autónoma de Baja California, 1989.

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Capítulos de livros sobre o assunto "Research – methodology – study and teaching (higher)"

Schauer, Gila A. "Methodology". In Intercultural Competence and Pragmatics, 39–52. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_3.

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AbstractIn this chapter, I first provide background information on the modern foreign language teachers who completed the questionnaire on which the present study about intercultural competence and pragmatics is based. This includes details about their ages, gender identities, native languages, higher education background and L2 teaching experiences, as well as the modern foreign language(s) they were teaching and their teaching contexts. I then provide information on the online survey and its individual items. This is followed by information on the research procedure. The questionnaire that was used in the present study can be found in the Appendix of this chapter.

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Armbrüster, Christian, e Matthias D. Witte. "Outdoor School in Germany. Theoretical Considerations and Empirical Findings". In High-Quality Outdoor Learning, 335–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_19.

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AbstractThis article presents for the first time in a systematic summary the key theoretical considerations and empirical findings from a three-year-long longitudinal research project which examined ‘outdoor school’ in Germany from multiple perspectives. The study uses the following four parameters to discuss the merits and shortcomings of outdoor school: the structural characteristics of the approach (1), social, material and temporal changes (2), pedagogical thought and action (3), and children’s agency (4). The findings indicate that outdoor school deserves to occupy a rightful place among teaching and learning methods in schools—provided that the challenges posed by dissolving the children’s socio-material and real-world boundaries between school and learning are given sufficient consideration in teaching methodology.

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Daniel, Ben Kei, Tony Harland e Navé Wald. "The study of higher education". In Higher Education Research Methodology, 11–18. 2^a ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003473459-2.

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Brandenburg, Robyn, e Sharon McDonough. "Ethics, Self-Study Research Methodology and Teacher Education". In Self-Study of Teaching and Teacher Education Practices, 1–14. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9135-5_1.

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Lunenberg, Mieke. "Teaching and Learning Self-Study Research: Tracing the Map". In Teaching, Learning, and Enacting of Self-Study Methodology, 101–10. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_12.

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Waller, Karena L., e Michael Prosser. "The Rapidly Changing Teaching and Research Landscape: The Future of SoTL and the Teaching-Research Nexus". In Rethinking Higher Education, 27–41. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_3.

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AbstractThe scholarship of teaching and learning (SoTL) as a scholarly field of study has been rapidly developing since Ernest Boyer published Scholarship Reconsidered: Priorities of the professoriate in 1990. In that Boyer drew the distinction between four scholarships—Discovery, Integration, Application, and Teaching & Learning (Boyer in Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching, 1990). In this chapter, we aim to introduce readers to SoTL by: briefly reviewing these four scholarships; illustrating how SoTL may be differentiated from the other forms of scholarship, and its relationship with the teaching-research nexus; commenting on the sorts of inquiry problems, questions and issues common to SoTL; and finally, commenting on the range of methodologies adopted in such inquiries. Fundamental to the discussion will be the idea that SoTL is a research informed, evidence based, critical yet collegial reflection on teaching and learning practice with the aim of improving practice within the aligned disciplines and professions. Most often SoTL-based research projects are conducted by discipline-based staff inquiring into and reflecting on their own practice to improve their teaching and students’ learning.Since Boyer’s publication, numerous scholarly societies, conferences, journals, and other forms of scholarly communication have evolved. A recent thematic review of the SoTL literature will be used as the basis for highlighting how the communication of SoTL inquiries, and their findings are being, and can be, fostered.

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Samaras, Anastasia P., e Kathleen Pithouse-Morgan. "Self-Study Research in a Polyvocal Professional Community Design". In Teaching, Learning, and Enacting of Self-Study Methodology, 245–57. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_23.

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Hiralaal, Anita, Refilwe Matebane e Kathleen Pithouse-Morgan. "Learning Through Enacting Arts-Informed Self-Study Research with Critical Friends". In Teaching, Learning, and Enacting of Self-Study Methodology, 295–312. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_26.

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Jarosz, Anna. "The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners". In Second Language Learning and Teaching, 73–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.

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Peercy, Megan Madigan, Dalal Alkandil, Rebecca Caufman, Seth Hudson, Shante Lane, Alice E. Petillo, Eric Reeves e Andrea Sonnier. "“Standing in a Messy Sandpit”: The Learning Side of Self-Study Research". In Teaching, Learning, and Enacting of Self-Study Methodology, 259–73. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_24.

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Trabalhos de conferências sobre o assunto "Research – methodology – study and teaching (higher)"

Prandner, Dimitri, e Katrin Hasengruber. "Embracing the digitalization of research education? How social science research education was influenced by the COVID-19 pandemic". In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12984.

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The COVID-19 pandemic led to a strong digitalization push at university level teaching. The latter had to be converted to distance modes quickly. This paper discusses the consequences of these developments for the field of social science research education, a discipline where the personal interaction between lecturers and students traditionally plays a major role in the transfer of knowledge and competences. Accordingly, we ask whether lecturers accepted distance learning as part of their work and if they will implement the associated digital teaching modalities into their regular teaching repertoire in the future. Furthermore, indicators shaping the acceptance of future distance teaching are explored. The article is based on a continuous online survey of lecturers (n = 169) who teach social science methods and methodology at Austrian public universities. The results of this study show that more than 40 % of the sample with or after the experience of distance teaching will retain some aspects of it in their teaching due to the CODIV-19 pandemic. In particular, the evaluation of the preparation effort, the interaction with students and the attitude toward new didactic methods play a central role in the acceptance of distance teaching.

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Costa, Rosalina Pisco, Beatriz Roque e Vanessa Carreira. "Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood". In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13151.

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This paper addresses the methodology of Design Thinking and its applicability as a creative methodology when teaching and learning Sociology of Childhood in a higher education context. Students were asked to develop an exercise in order to expand and deepen the theoretical and conceptual knowledge discussed in theoretical classes. Active and creative methodologies were specifically and purposefully designed to develop the ability to think critically about the problems presented, stimulating debate and sociological imagination. Inspired by the Mindshake Design Thinking Model Evolution 6², practical classes were organized and oriented towards specific techniques, namely the “Inspiration Board”, “Intent Statement” and “Insight Clustering”, following, respectively, the phases of exploration, data collection and analysis and interpretation of results. Illustration is given through the development of a research itinerary committed to think, discuss and creatively research the meanings of the “dark” and “darkness” of the night for children. Incorporating Design Thinking in the teaching and learning process in the field of social sciences, namely when researching children and childhood from a sociological perspective, proved to be a both fruitful and engaging tool both for teachers and students.

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Ordóñez López, Pilar, e Rosa Agost. "Teaching Theory in Applied Degrees: A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations". In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5309.

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Due to the practice-oriented nature of Translation and Interpreting study programmes, students are generally assumed to have a reluctant attitude towards the study of theory. However, previous empirical research allows us to dispel this myth: students are aware of the contribution of translation theory to their education as future translators. Taking into account students' needs and expectations, in this paper emphasis is placed on curricular design. A critical examination of the syllabi of Translation Theory subjects, focusing on learning outcomes and teaching methodology, reveals some (mis)matches between teaching planning and the students' expectations. The results obtained show a relatively high degree of coincidence between these two aspects on the one hand, while also highlighting some inaccuracies in the teaching planning of these subjects on the other. These two aspects should be considered a starting point for a revision of the curricular design in order to present an accurate description of the subject by means of an adequate explanation of the intended learning outcomes and teaching methodology, and in order to provide students with significant and useful insights into the theoretical dimension of translation.

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Ilie, Ioana corina, e Catalin Bursuc. "STUDY ON THE PERCEIVING WAY OF ON-LINE COURSES EFFICIENCY. RESEARCH MADE BY SURVEY". In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-120.

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Abstract: The accelerated pace in the progress of science and technology entails a high dynamic restructuring of teaching components. Technological maturity and especially the explosion of information technology configure in a deep and highly mobile manner the possibilities of communication. Research in teaching communication must meet this challenge through flexible conceptual systems, appropriate programs and rationally planned objectives, able to provide explanations and effective intervention methods. Although this scientific approach does not provide opportunities for direct action by identifying and analyzing problems by establishing connections between phenomena and how they influence each other, it still proves its usefulness, not only for research purposes but also for institutional intervention. The purpose of this research was to identify the knowledge and use of modern means of communication in teaching and the opinion on these and the hierarchy of elements that are assessed as generating efficiency in teaching. The research allowed the identification of certain situations where the classical training proved to be recommended. Taking into consideration the reasons listed above, we consider that the methodology chosen investigates an important area of efficiency in teaching and by the possibilities offered proves current and appropriate. The purpose of this research was to identify the knowledge and use of modern means of communication in teaching and the opinion on these and the hierarchy of elements that are assessed as generating efficiency in teaching. The research allowed the identification of certain situations where the classical training proved to be recommended. Taking into consideration the reasons listed above, we consider that the methodology chosen investigates an important area of efficiency in teaching and by the possibilities offered proves current and appropriate. The purpose of this research was to identify the knowledge and use of modern means of communication in teaching and the opinion on these and the hierarchy of elements that are assessed as generating efficiency in teaching. The research allowed the identification of certain situations where the classical training proved to be recommended. Taking into consideration the reasons listed above, we consider that the methodology chosen investigates an important area of efficiency in teaching and by the possibilities offered proves current and appropriate.

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Gonçalves, Vitor, e Bruno Gonçalves. "Online teaching and learning: a year later what has changed?" In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13188.

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The world is currently experiencing the covid-19 pandemic that has been going on for almost a year and which has transformed the way of carrying out the economic activities that support contemporary societies. The education sector is precisely an example of this abrupt change. The face-to-face teaching-learning process was converted to an online format, so students, teachers, schools and families had to adapt immediately to this transformation. There was no time to provide schools and persons with digital equipment and tools, nor with educational agents for training oriented to the practice of online teaching. Everyone had to do their best, adapting, learning autonomously and with their peers and solving their own problems. This research was developed with the support of the case study methodology in a Portuguese educational institution and aims to understand, through the Dynamic Digital Competence Reference Framework (DigComp), the evolution of students in terms of digital skills in the period of the covid-19 pandemic. The results show that students acquired a set of digital skills that allowed them to participate and interact with stakeholders in the online teaching-learning process. In addition, a set of suggestions is also presented for the acquisition or improvement of other students' skills.

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Leiba, Moshe, e Ruti Gafni. "Zooming?! - Higher Education Faculty Perspectives". In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4768.

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Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 16, 121-140. Click DOWNLOAD PDF to download the published paper. ***

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Gombos, Szandra, e Attila Kurucz. "Course innovation in business higher education – A case study of a BA Commerce and Marketing course". In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17347.

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This paper explores the dynamic landscape of higher education, specifically in the domain of Commerce and Marketing, over the past decade. As higher education faces evolving challenges and changing stakeholder expectations, the study delves into the ongoing debate regarding the alignment of higher education, including business education on a Commerce and Marketing BA course in West-Hungary. The research employs a comprehensive case study methodology spanning ten academic years to showcase the course's development and innovations. The study scrutinizes changes in teaching methodologies, course materials, seminar and project assignments, applied technologies, and assessment methods. Findings from in-depth interviews with business professionals, and student observations reveal the course's adaptation to market needs and challenges encountered during the online transition. The results suggest that, despite disruptions in the academic year 20/21 due to the COVID-19 pandemic, the development of this course in the examined years successfully aligns with market expectations, fostering competencies essential for the business domain, thanks to introducing new methodologies (interactive project-based, seminars), usage of AI assisted applications, and introducing new forms of assessments.

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Saprunova, Olena. "The Development Tendencies of Content and Language Integrated Learning Methodology at the University Level". In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.60.

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This research aims to investigate the role of CLIL methods in teaching professional English at the university level. The author introduces the concept of the development tendencies of Content and Language Integrated Learning (CLIL) methodology in a higher education system. This article seeks the answers to the research question: how effective the way of teaching a foreign language using CLIL methods is. This study offers the following hypothesis that learning professional English using CLIL methods as new ones is the best modern way for students to master the professional foreign language at level C2. The main components of the article are as follows: the characteristics of the research topic, research issues, the purpose, results and novelty. The article begins with the analysis of the definitions of the terms “CLIL” and “methodology” and reveals the concept of CLIL methodology. The author gives practice examples of CLIL application in the education of the higher school and define main CLIL approaches in it. The ways how to improve the English language teaching using CLIL methods at the university level are also determined. The results indicate that CLIL methodology applying in the educational process developing students’ linguistic and content competences excellently. The article concludes that CLIL methods in teaching help to prepare English speaking professionals at the international level.

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Marimon, Frederic, Marta Mas-Machuca e Anna Akhmedova. "Remote Assessment in Higher Education: Insights from Southern Europe". In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17219.

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This research focuses on remote learning in STEM fields, emphasizing challenges in online education in HEI’s, particularly those posed by disruptive technologies, including Generative Artificial Intelligence. Using qualitative methodology, semi-structured interviews with experts in Southern Europe (Spain, Italy, Portugal) will provide insights into regional variations. The research comprehensively examines STEM learning, exploring challenges and adaptations. It extends its focus to the future evaluation of STEM education in remote settings, anticipating long-term impacts. Emphasizing the critical role of understanding teaching assessments in higher education modernization, the project contributes valuable data to inform educational evolution. Additionally, the research addresses gender bias in STEM degrees, fostering diversity and equal participation. By delving into implications for future evaluations and tackling gender bias, the study aims to enrich academic knowledge and improve practical aspects of STEM education, promoting inclusivity and equity in evaluating student performance.

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Hernandez-Carrión, Jose Rodolfo, e Ivona Vrdoljak Raguž. "Learning outcomes in the field of human resource management in business administration studies in the context of implementation of European Qualifications Framework (EQF) - examples from University of Valencia, Spain, and University of Dubrovnik, Croatia". In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8256.

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The study carried out in this paper involves the analysis of the content of the competencies in the field of human resource management in order to adquire the key competences of the students that will be alligned with the needs of the labor market according to the European Qualifications Framework (EQF). The method of comparative analysis and case study methodology is used in the paper. This research compares teaching courses that include the acquisition of competences in the field of human resource management in business administration studies, one of the key areas of contemporary management, with examples from the Departament of Economics and Business Economics of the University of Dubrovnik (Croatia) and the Faculty of Economics of the University of Valencia (Spain). The study may be a contribution to better alignement and compatibility between study programs of economics and management in the countries and beyond. In order to get answers to the research questions, the paper analyzes the learning outcomes of the two observed universities.

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Relatórios de organizações sobre o assunto "Research – methodology – study and teaching (higher)"

KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.

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Kharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka e Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], agosto de 2020. http://dx.doi.org/10.31812/123456789/4142.

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The article reveals the problems of mastering by future specialists of the project methodology of creating pedagogical situations in higher education institutions as a means of improving the quality of education. Objectives of the article: to determine the influence of the project method on the creation of pedagogical situations in the process of teaching students; the choice of logic and mechanism of design actions depends on the purpose and the initial conceptual position regarding the subject reincarnates; to study the influence of pedagogical situations on the quality of education in the higher pedagogical school; to diagnose the implementation of the projects method and pedagogical situations in the process of education at the university. The project method provides the presence of a problem that requires integrated knowledge and research for its solution. The results of the planned activities should have practical, theoretical and cognitive significance. Modeling of pedagogical situations is the process of formation of situations-models which simulate the state and dynamics of the educational process and fix the contradiction between the achieved and desired in the personality development in a certain time interval. During the forming experiment, pedagogical situations were used to form the professional competence of the future specialist.

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Pylypenko, Olha S., Tetiana H. Kramarenko e Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], julho de 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.

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Kramarenko, Tetiana H., Olha S. Pylypenko e Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], fevereiro de 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.

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Kramarenko, T. H., O. S. Pylypenko e O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, maio de 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina e Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], julho de 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko e Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], novembro de 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.

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Lavadenz, Magaly, e Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are highlighted: 1) Forging New Relationships to Build on Community Cultural and Linguistic Wealth, 2) Designing Bilingual Teacher Residency District-University Partnerships and Programs, 3) The Burden of Support: Augmented Financial Barriers for Bilingual Teacher Residents and, 4) Bilingual Teacher Pedagogies: Critical Consciousness and Culturally Responsive Teaching. Based upon the findings, the research brief proposes three key recommendations for policy and practice to address the ongoing and projected California’s bilingual teacher shortages at the state and local levels: 1) Create Coherent and Articulated Cross-State Agency Efforts, 2) Differentiate Bilingual Networks of Support, and 3) Strengthen Bilingual Teacher Residency Communities of Practice.

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», dezembro de 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.

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