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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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<p>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.</p>
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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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<p><strong>Objective</strong>: evaluate the application of the problematization methodology(PM) (Arch Maguerez), as an alternative teaching-learning method in formation post-graduation students. <strong>Material and Methods</strong>: 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. <strong>Results</strong>: It was observed that problematization methodology (PM) was a valid alternative teaching-learning method for formation of new professors, in the opinion of students. <strong>Conclusion</strong>: 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. </p>
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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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Daniel, Ben. "The Role of Research Methodology in Enhancing Postgraduate Students Research Experience". Electronic Journal of Business Research Methods 20, n.º 1 (9 de fevereiro de 2022): pp34–48. http://dx.doi.org/10.34190/ejbrm.20.1.2253.
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Postgraduate student research experience is key to understanding the quality of postgraduate education. This article presents the critical factors that can enhance postgraduate students' research experience. The research explored postgraduate students' research experiences (n=116) at a research-intensive public university in New Zealand. The aim was to inform the development of a more personalised and scalable research methodology programme. The study identified several factors that can significantly enhance the postgraduate research experience, including the quality of supervision, institutional and department support, personal investment, and financial support. Also, the study found that courses on research methodology play an essential role in improving the postgraduate experience. In particular, providing research methodology education to students during candidacy enriches postgraduate research experience and contributes to the timely completion of postgraduate education. Despite the demonstrated significance of research methodology in postgraduate education, findings revealed that students are generally dissatisfied with the design and teaching of current courses on research methods. Students said courses on research methods are pedagogically monolithic, conceptual challenging, and inflexibly adaptive to individual future career trajectories. Findings also suggest that the way research methods are taught is disengaged from practical problems, with some teaching focused on the higher level of abstraction, with less opportunity to apply what is gained from research methods courses. This research contributes to the growing need to transform the way we design and teach courses on research methods, and the importance employing a research-led approach to inform the transformation.
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Kushmurotov, Umurbek. "TEACHING HIGHER MATHEMATICS BASED ON COMPETENCE-BASED AND THESAURUS APPROACHES". Physical and Mathematical Education 38, n.º 1 (27 de fevereiro de 2023): 36–40. http://dx.doi.org/10.31110/2413-1571-2023-038-1-005.
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Formulation of the problem. The requirement to increase the level of mathematical training of future engineers and reduce the number of hours devoted to teaching higher mathematics gives rise to the task of developing and improving the methodology for teaching higher mathematics. The purpose of this article is to describe the methodology for teaching higher mathematics based on the thesaurus approach. Materials and methods. The research materials are pedagogical and methodical literature, and experiences of foreign and domestic scientists. In the course of the study, general scientific methods (analysis, synthesis, concretization, systematization, and generalization) were used. Results. The thesaurus approach to learning helps to clarify the mathematical competence of a particular topic, the basis of educational information is the educational thesaurus, the student's lexicon necessary for the optimal distribution of educational information by type of training session and the development of didactic materials, the choice of methods and forms of education. Conclusions. Determining the content of the educational thesaurus of a specific topic of higher mathematics helps to clearly describe the mathematical competencies of the relevant topic, the stages of its formation, analyze and clarify the necessary educational information, distribute it by type of lesson (lecture, practical lesson, self-study). Determining the student's vocabulary necessary for mastering a new topic helps to determine the methodology and means of teaching, in particular, to develop auxiliary tasks and questions for updating the student's vocabulary, to establish successive links between the educational thesaurus and the student's vocabulary, to implement a differentiated approach to learning. The proposed methodology has the properties of flexibility, additions, and modifications depending on the learning objectives and specific academic group. Further research is needed on the effective use of the thesaurus approach in the process of teaching higher mathematics.
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Howlett, Cathy, Jo-Anne Ferreira e Jessica Blomfield. "Teaching sustainable development in higher education". International Journal of Sustainability in Higher Education 17, n.º 3 (3 de maio de 2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.
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Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.
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Shaaban, Eman, Assaad Yammine e Iman Khalil. "TEACHING RESEARCH METHODOLOGY (TRM) AND SUPERVISING RESEARCH WORK (SRW): CONCEPTIONS, DIFFICULTIES, AND PRACTICES OF LEBANESE UNIVERSITY INSTRUCTORS". International Journal of Research -GRANTHAALAYAH 9, n.º 9 (7 de outubro de 2021): 238–54. http://dx.doi.org/10.29121/granthaalayah.v9.i9.2021.4267.
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Research methodology is an essential subject in higher education, however, it is challenging to instructors because of the complexity of the course material. This study aims to highlight the conceptions, difficulties and practices of the Lebanese University research methodology instructors and research work supervisors. For this purpose, research experts constructed and validated a questionnaire. 81 instructors and / or supervisors voluntarily participated. Results showed diversification in conceptions of participants with respect to some common essential concepts within the framework of research methodology, this reflects the complexity of the content and can hinder teaching research methodology (TRM) as well as supervising research work (SRW). Moreover, the participants indicated that they face many difficulties during SRW. The majority of the instructors elaborate their own resources for teaching methodology, they implement student-centered teaching methods and variety of assessment methods allowing students to explore and practice methodology concepts. In addition, they update their knowledge and practices on their own by attending conferences, performing research, discussing with colleagues, and by reflecting on their practices. Thus, our findings imply the need to precise the competencies required for TRM and SRW, and to encourage instructors and supervisors to reflect on their practices and share their experiences.
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Maiier, N. "Scientific Research on French Language Teaching Methodology: Current State and Prospects". Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 38 (21 de julho de 2023): 40–49. http://dx.doi.org/10.32589/2412-9283.38.2023.284425.
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Scientific research on French language teaching methods is designed to solve the task of updating the French language teaching methods and technologies, taking into account the social order of our society at a specific stage of its development, the needs of those who study in accordancewith the modern educational context. In scientific studies on the methodology of teaching the French language, the goals, content, means, methods are theoretically substantiated and specified, methods of formation of various types of French-language communicative competence in specific learning conditions are practically developed. Analysis of the results of such studies, their generalization and publication makes it possible to improve the effectiveness of the French language learning in the context of the modern educational paradigm. Aims. Analysis, systematization of the scientific research carried out in Ukraine in 1991-2022 to identify the unsolved problems in the methodology of teaching the French language, improve the scientific level of future methodological research, and determine promising directions of scientific research in the methodology of teaching the French language. Methods. Analytical review of methodological studies and published works was used among other methods of scientific research to achieve our goal, systematization, generalization. Results. During the studied period, 12 candidate’s and 1 doctoral dissertations were defended in Ukraine on the specialty 13.00.02 – theory and teaching methods: Romance languages. The analysis of dissertations was carried out according to the following criteria: the subject of research (focus on the formation of target competencies); study subjects; theoretical achievements; the applied value of the research – a study guide / educational computer program, etc., which are available for use in the educational process by the wider academic community. Conclusions. It was found that the method of forming French-language phonetic competence, competence in reading and writing (spelling competence for students of higher education institutions), the Frenchlanguage competence in receptive types of speech activity, method of organizing extra-class / extraauditory work on the French language are unexplored.
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Chahal, Hardeep, e Pinkey Devi. "Consumer attitude towards service failure and recovery in higher education". Quality Assurance in Education 23, n.º 1 (2 de fevereiro de 2015): 67–85. http://dx.doi.org/10.1108/qae-07-2013-0029.
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Purpose – This paper aims to explore consumer attitude towards service failure and recovery in the higher education in general and with respect to teaching, examination, library, computer lab, administration and infrastructure in particular. Design/methodology/approach – The data are collected from 120 students of three undergraduate colleges of University of Jammu using purposive sampling. Findings – The findings reveal that all recovery efforts pertaining to teaching, examination, library, computer lab, administration and infrastructure are significant in overcoming the respective service failures. Research limitations/implications – The present study is limited to address service failure and service recovery relationship with respect to teaching, examination, library, computer lab, administration and infrastructure and limited to three undergraduate colleges operating in Jammu city only. The sample of the study is small which needs to be considered before generalizing the results. Originality/value – This study makes a maiden attempt to identify service failure issues with respect to teaching, examination, library, computer lab, administration and infrastructure using quantitative methodology in higher education and role of service recovery strategies in monitoring and reducing service failure.
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Sarybayeva, A. Kh, D. M. Zharylgapova e N. A. Shektibayev. "METHODOLOGY FOR TEACHING LABORATORY CLASSES IN PHYSICS THROUGH THE STEM METHOD". МАТЕМАТИКА, ФИЗИКА ЖӘНЕ ИНФОРМАТИКАНЫ ОҚЫТУДЫҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ 4 (2023): 32–40. http://dx.doi.org/10.52081/mpimet.2023.v04.i4.025.
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STEM (Science, Technology, Engineering, Mathematics) is designed to explore what information is available to mechanical engineering students in higher education institutions and what work is being done there. Nowadays, modern teaching methods are used in educational institutions, and one of such methods is the STEM method. Based on global experience, we know that this method is an interdisciplinary approach used to provide students with a broad and deep education in the sciences. The widespread use of information and communication technologies in the field of science education has led to the emergence of a new type of educational experiment - a virtual experiment. This is considered a form of virtual simulation of STEM technologies. The implementation of virtual laboratories using computer programs that simulate physical processes virtually on a computer and allow changing its operating conditions and parameters is a type of STEM method. Such a program creates a unique situation for the implementation of interactive learning. We reviewed scientific literature published in peer-reviewed, high-ranking journals on the development of problem-solving abilities in STEM-rich physics teaching. Based on STEM education, mechanical engineering students were given stages of teaching specific content topics related to curriculum concepts. In order to increase the effectiveness of teaching the STEM method in laboratory classes of the Faculty of Mechanics, an article devoted to this issue discusses ways to use interactive modeling PhET, Algodoo - a digital programming language for 2D physical modeling, computer modeling "Open Physics". programs. One of the main principles of STEM education is to teach future physicists to acquire industrial experience and methodologically sophisticated research methods. The second important issue is the development of industrial business, that is, access to new ideas in response to production problems. It can be seen that the results obtained during the study of the STEM method of teaching in laboratory classes at the Department of Mechanics show great interest in providing students with teaching aids. The information obtained as a result of the study is recommended for use in higher and secondary educational organizations, and these results are the basis for new directions of research in the field of physics education.
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Pechinthorn, Komm, Jirangrug Samarkjarn e Nico Irawan. "Factors in Controlling the Successful Peer Teaching Method in Higher Education". ELLITE: Journal of English Language, Literature, and Teaching 5, n.º 1 (31 de maio de 2020): 1–7. http://dx.doi.org/10.32528/ellite.v5i1.3126.
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This educational research paper was conducted by using questionnaires to collect the essential student survey data. The source of the study was a chosen mid-sized English for Everyday Use subject of 60 students in a public university under the International College of Rajamangala University Krungthep (ICUTK) in the capital city, Bangkok district in Thailand with the time frame from June to October 2019.The research employed multiple regression equation models by Minitab version 18 to study the structural relationships on satisfactions of peer teaching methodology, meaning that students were required to teach their peers instead of teachers in classroom. The selected variables were gender, GPA, age and attendance of the students. A major contribution of this education research was its significant direct relationship which mediated the method of teacher and student learning by testing the peer teaching methodology in classroom compared to the traditional classroom. Clear descriptive statistics such as mean, standard deviations were provided from the calculation and multiple regressions analysis shows the coefficients, t-stats, errors and significant values of each selected variables. Moreover, the calculation model for those variables was formed for the future prediction for the related educators. The results indicated the importance of peer teaching method in class room for student learning supporting by the highly satisfied scores have impact on all variables included in this research.
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Bernāts, Guntars, e Andrejs Mūrnieks. "THE CHALLENGES, RISKS AND PROSPECTS OF THE REALISATION OF THE MUSIC METHODOLOGY MODULE OF ONE – YEAR EDUCATION PROGRAMME". Education. Innovation. Diversity. 1, n.º 2 (26 de maio de 2021): 24–30. http://dx.doi.org/10.17770/eid2021.1.5428.
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The reform of teachers’ education commenced by the Ministry of Education and Science provides an opportunity to obtain a qualification as a teacher within one year, encompassing studies based in a working environment for those who already have higher education. The goal of the research is to identify the challenges, risks and perspectives of the realization of the module “Music methodology” of the study course “Integrated methods in Teaching Culture Understanding and Self-expression in Art” within the one-year study programme “Skolotājs”. The research compared study course plans in music teaching and choir work methodology at two Latvian higher education institutions, as well as at two foreign higher education institution, where a qualification as a music teacher at a comprehensive school can be attained. The research was undertaken based on an analysis of theoretical sources, providing an understanding about a synthesis of varying contemporary methodological approaches. It encompasses the acquisition of a knowledge of cultural history and the history of music, the style and future directions of popular music, desirably not just theoretically but practically as well, in the education of the students. The actualization of such study courses as music teaching methodology, the research process in music teaching, music history and stylistics, the psychology of music, conducting, choir/vocal ensemble work, methodology and music project management are important for the high quality and integrated acquisition of music teaching methodology.
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Syrymbetova, Gulzat, Zhazira Mukatayeva, Bakdolot Kosobaeva, Assem Uzakova e Meldebek Zhaxibayev. "Educational program for teaching chemistry with regional component in higher educational institutions". Scientific Herald of Uzhhorod University Series Physics, n.º 56 (20 de abril de 2024): 1936–45. http://dx.doi.org/10.54919/physics/56.2024.193sl6.
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Relevance. The research explores the implementation of a regional component in chemistry education programs at higher education institutions in Kazakhstan. Its relevance stems from the need to improve and update university chemical education by incorporating regional specificities. Purpose. The purpose of the scientific work is to investigate these problems and to propose specific ways of improving and updating the system of university chemical education based on the idea of regionalization. Methodology. The methodology involved a three-stage experimental study conducted at Abai Kazakh National Pedagogical University, with 60 second-year bioorganic majors divided into experimental and control groups. The study utilized surveys, assessments of student skills, and implementation of a modeled program with problem tasks and independent research. Results. Results showed that incorporating a regional component in chemistry education expanded students' knowledge about their region, increased motivation and interest, and fostered patriotism. The experimental group demonstrated significant improvement in research skills compared to the control group. Conclusions. The study concludes that regionalizing chemistry education can enhance learning effectiveness and material mastery. It recommends implementing regional components in chemistry programs to increase subject relevance and student engagement. The research also highlighted the importance of selecting appropriate teaching methods and organizational forms when incorporating regional material into curricula. Keywords: natural sciences; territorial principle; method of teaching; experimental work; student survey
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Nasrallah, Rita. "Learning outcomes’ role in higher education teaching". Education, Business and Society: Contemporary Middle Eastern Issues 7, n.º 4 (28 de outubro de 2014): 257–76. http://dx.doi.org/10.1108/ebs-03-2014-0016.
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Purpose – The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private universities, while simultaneously investigating the dominant teaching perspectives, practices and assessment techniques. In parallel, theory of constructive alignment was shared with faculty members and students as a possible teaching-learning model. Design/methodology/approach – This study is a qualitative multiple-case study designed based on Yin’s (2009) case study protocol and Stake’s (2006) cross-case analysis report. In the process, 52 faculty members were interviewed, and 38 of the 52 were observed teaching, plus 15 of 52, faculty members participated in separate focus groups about constructive alignment. Further, 18 students were interviewed in separate focus groups to find out how they perceive effective teaching and constructive alignment. Findings – The findings showed why faculty members misunderstood the course learning outcomes. Both faculty members and students withheld similar perceptions when it came to efficient teaching; however, they disagreed regarding the utility of constructive alignment as a proposed teaching-learning model. The 52 faculty members were mainly knowledge transmitters and this contradicts with the notion of the learning outcomes, which is student-centered. In addition, they are not familiar with the teaching-learning theories or with the various pedagogical tools that may render learning constructive. Research limitations/implications – The fact that this study is a multiple-case study automatically implies that the results cannot be generalized within the larger higher education context. Nevertheless, the research findings can help to clarify the reasons hindering the proper implementation of the learning outcomes in other institutions, as it can serve as a guide to improve all the detected weaknesses, which may be applicable in other contexts. It can also aid administrative bodies at the different institutions in dealing with the obstacles that restrict the workability of the learning outcomes. Practical implications – Teaching in higher education must be nurtured through continuously investing time and effort in supporting faculty members to develop their teaching-learning skills to suit the changing profiles of students to render learning a durable experience. Originality/value – The study is unique in how it combined Yin’s protocol with Stake’s cross-case analysis report. Additionally, the classroom observation instrument was, to an extent, a precedent in terms of higher education research in the Lebanese context. Further, the results obtained added to the results of previous research, i.e. the reasons why the learning outcomes were not functional. Plus, a cyclical/retrograding motion learning model emerged in the process, and the practicality of the theory of constructive alignment in the Lebanese context was questioned.
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Calvo, Adelina, Gloria María Braga Blanco e Aquilina Fueyo. "The potential of Lesson Study project as a tool for dealing with dilemmas in university teaching". International Journal for Lesson and Learning Studies 7, n.º 2 (9 de abril de 2018): 124–35. http://dx.doi.org/10.1108/ijlls-12-2017-0056.
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Purpose The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching. Design/methodology/approach This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question “How can better learning be achieved?” The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher’s final report. The methodology the authors used was inspired by the Student Voice “movement.” Findings The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach. Originality/value LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.
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Gao, Yaqin. "Study on the Actual and Contingent Integration of Traditional Culture into Higher Vocational Education". International Journal of Education and Humanities 14, n.º 1 (14 de maio de 2024): 18–22. http://dx.doi.org/10.54097/ybjewj19.
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By analyzing the historical and contemporary implications of Chinese excellent traditional culture, we analyze the actual and contingent research on the integration of traditional culture into higher vocational education from three aspects: cognitive concept, curriculum and teaching mode. In terms of cognitive concept, there exists instrumental rationalism that emphasizes pragmatism over spiritual connotation; in terms of curriculum, there exists the problem of shallow content and insufficient credit hours; in terms of teaching mode, there exists the deficiency of formalism and lack of teachers. Based on this, from the contingent level, it is proposed to adhere to the people-oriented, top-level design of curriculum ideology and politics; to integrate the combination of excellent traditional culture and professional connotation into the curriculum system; to strengthen the construction of teachers, and to innovate the teaching pedagogy in terms of the teaching purpose, content, implementation, methodology, and evaluation, and other measures. Ultimately, the aim is to achieve a balanced and appropriate development of humanistic and professional aspects of vocational education.
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Kanoksilapatham, Budsaba, e Attapol Khamkhien. "CLIL implemented and scaffolded in an EFL higher education context: Engineering research methodology course". Indonesian Journal of Applied Linguistics 11, n.º 3 (31 de janeiro de 2022): 502–14. http://dx.doi.org/10.17509/ijal.v11i3.36913.
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The increasing global and local demands to improve English proficiency have been a burgeoning challenge across the entire paradigm and domains. Specifically, in academia, the ability to read English research articles is of paramount importance. Meanwhile, Content Language Integrated Learning (CLIL) implementation has been recognized to be a successful teaching approach. This study aims to estimate the CLIL impact on enhancing the students’ English research article reading skills, enlarging their vocabulary repertoire, and boosting the students’ and instructors’ satisfaction. The focus of the study is on a “research methodology” course for engineering students in Thailand. Throughout CLIL, the language teachers and engineering teachers closely collaborated, designing course materials and developing language activities. To assess research article reading skills and vocabulary knowledge, two sets of similar pretests/posttests were administered. Then, to assess the students’ level of CLIL satisfaction, questionnaires were completed, and two separate focus group discussion sessions were conducted with the students and teachers. Test score analysis yielded a significantly enhanced output in both the content subject and English vocabulary knowledge. Additionally, questionnaire and focus group discussion data analysis indicated that both the students and teachers had positive attitudes toward CLIL instruction. Taken together, this study demonstrates that to achieve full optimization of CLIL benefits, scaffolding needs to be supplemented to accommodate individual learning contexts.
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Carvalho, Alba, Helena Alves e João Leitão. "What research tells us about leadership styles, digital transformation and performance in state higher education?" International Journal of Educational Management 36, n.º 2 (8 de fevereiro de 2022): 218–32. http://dx.doi.org/10.1108/ijem-11-2020-0514.
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Purpose Considering the current importance of leadership, digital transformation and performance in the changes state higher education institutions (HEIs) have been subject to, this study aims to present an analysis of how these three concepts have been related in the literature.Design/methodology/approachThis study proposes to study the state-of-the-art of research on leadership styles, digital transformation and performance in a single study, through a systematic literature review using two major databases, ISI Web of Science and Scopus.FindingsThe results reveal that the most common leadership style in the articles analysed is transformational; the most studied dimension of performance is the one representing teaching and learning activities; and the most discussed aspects of digital transformation are those concerning online learning systems and various types of technology. Identifying gaps in the literature, a future research agenda is formulated.Originality/value Amongst the theoretical implications of this study are the importance of understanding leadership styles and digital transformation for better understanding of state HEIs' performance as well as its dimensions, considering the relations found between these constructs. Therefore, there is greater theoretical advancement in the study of transformational leadership, diverse educational technologies, online teaching systems, global performance and teaching/learning.
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Venugopal, Anita, Aditi Sharma, F. Abdul Munaim Al Rawas e Rama Devi S. "Enhancing Fusion Teaching based Research from the Student Perspective". Fusion: Practice and Applications 12, n.º 2 (2023): 109–19. http://dx.doi.org/10.54216/fpa.120209.
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There has been a growing need for fusion based research studies on the relations between university teaching and research. The higher educational universities of the current generation believe in and focus on the teaching-research nexus in academics. To improve teaching methodology there is more emphasis given to the fusion teaching by enabling the information fusing concept through pedagogy. Many discussions have been carried out to evaluate the contribution of teaching–research nexus from the student's point of view. The current study highlights teaching through research where the learners are taught with a special focus on research activities at the same time. The objective of this work is to promote fusion of research related activities into the teaching and learning process to achieve positive impact on enhancing students’ interest towards learning. In view of this and to support this, various opportunities were provided for students and teachers to conduct research and a strategic approach was implemented to achieve this objective. We explore a) student involvement in different scholarly activities b) analyse research skill acquisition of the experimental group c) collect feedback to find students satisfaction level on FTBR approach.The findings demonstrate (mean score 3.09) the positive contribution of the fusion research-teaching towards achieving academic excellence.The strategies discussed in the methodology and results of the study may be used to broaden the fusion teaching-research at the graduate and undergraduate levels.
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Zhebrunova, Lyudmila A. "PROJECT LEARNING AND FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION". Russian Journal of Education and Psychology 15, n.º 1 (29 de fevereiro de 2024): 32–48. http://dx.doi.org/10.12731/2658-4034-2024-15-1-434.
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Purpose. The study aims to integrate theoretical and applied linguistic knowledge and a project method of teaching a foreign language thus assimilating socio-cultural stereotypes of the native and foreign languages in comparison. Methodology. The article describes a project method that has been implemented in teaching English to young athletes. The study has made use of systematic, culturological, linguocognitive methodological approaches. The empirical base rests on the linguistic studies of terminological systems and socio-cultural stereotypes. The main results of the research conducted are the following: improvement of the language skills of the students involved, building the understanding of the cognitive processes of language nomination in Russian and English in comparison in the students’ mind. Since these processes are based on the worldviews peculiar to each language, as a result of studying the nomination mechanisms, students add to their knowledge of the socio-cultural stereotypes characteristic of each of the above languages. Practical implications. The applied method of involving students of non-linguistic specializations into language studies has as a result in the formation of a deeper understanding of the essence of the interaction of languages and peoples as social communities. This research area is prospective for further studies.
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González-Zamar, Mariana-Daniela, e Emilio Abad-Segura. "Global Evidence on Flipped Learning in Higher Education". Education Sciences 12, n.º 8 (27 de julho de 2022): 515. http://dx.doi.org/10.3390/educsci12080515.
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The teaching dynamic has positioned flipped learning as a pedagogical model, a methodology that helps teachers prioritize active learning during class time by assigning students reading materials and presentations to view at home or outside of class. The objective was to determine the original stages, expansion and current situation of the flipped learning methodology. A bibliometric analysis of 654 documents was carried out. The results reveal that scientific productivity follows an increasing linear trend, with the main categories being Social Sciences and Computer Science. The lines of research developed in this period related to learning, online learning, teaching, distance education, higher education and educational innovation were identified. It was found that the research topic has a growing and dynamic interest in scientific activity at the international level. The analysis documented a rapidly growing knowledge base, primarily written by scholars located in developed societies. This study supposes an analysis of the scientific production and of the actors who stimulate the investigation, as well as the identification of the lines of investigation.
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Dansieh, Solomon A. "Determining an Appropriate Research Framework for Language Teaching and Learning in Higher Education". Studies in English Language Teaching 3, n.º 4 (15 de dezembro de 2015): 405. http://dx.doi.org/10.22158/selt.v3n4p405.
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<p><em>This review of literature on approaches to language education research aims to provide a theoretical background to researching into language teaching and learning at tertiary level. It is purely a desk research with the hope of highlighting the main approaches to language study research to first-time researchers attempting to wade into the murky waters of academic research. Academic research is a complex enterprise; hence the need for appropriate procedures that would yield quality research outcomes. The review is organised in four main parts seeking to address five major questions: 1) </em><em>H</em><em>ow is an appropriate approach to evaluating a language programme determined? 2) </em><em>W</em><em>hat is implied by the terms research methodology” and “methods”? 3) </em><em>W</em><em>hat roles do human perceptions play in determining a research approach? 4) </em><em>W</em><em>hat is the rationale for adopting a particular research approach? Among the different paradigms of research methodology for language programme evaluation, the positivistic/quantitative and the naturalistic/qualitative approaches are generally favoured by applied linguists and language programme evaluators as the most ideal evaluation tools. When it comes to measuring the effect of different methods on the success of a language programme, a positivistic design is considered most appropriate. With most of the data for a naturalistic research design coming from a variety of sources such as students, instructors, administrators, evaluators, and other stakeholders, observation, interviews, journals, questionnaires, and document analysis have been identified as the most common methods for gathering and recording data. A paper that seeks to explore tertiary-level English language teaching and learning for instance would require a combination of both positivistic and naturalistic designs, as neither design is considered sacrosanct. Employing multiple approaches in a single study would therefore require the integration of the strands at some point through triangulation.</em><em></em></p><p><em><br /></em><em></em></p>
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McLaughlin, Jacqueline S. "Teaching Environmental Sustainability while Transforming Study Abroad". Sustainability 13, n.º 1 (23 de dezembro de 2020): 50. http://dx.doi.org/10.3390/su13010050.
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Environmental issues are of especially great importance to younger individuals, such as university students. Course-based Undergraduate Research Experiences (CUREs) are a proven methodology for transforming short-term study abroad to yield higher impact and quality student outcomes, especially as they relate to teaching environmental sustainability. This paper offers a review of tested pedagogical frameworks, provides evidence to substantiate this statement from assessment data, and offers insights on how to develop and implement an international CURE. It also shares how embedding CUREs into innovative and high-quality short-term study abroad experiences can work to positively transform the post COVID-19 era of short-term study abroad. Several case studies are presented that document how students’ hands-on involvement in developing questions about real-world sustainability issues, devising and carrying out group research, and presenting their findings affect their acquisition of scientific skills and a sustainability-oriented mindset.
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Leiba, Moshe, e Ruti Gafni. "Zooming?! - Higher Education Faculty Perspectives". Issues in Informing Science and Information Technology 18 (2021): 121–40. http://dx.doi.org/10.28945/4791.
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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.
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Khakimov, Mukhamadali. "Principles for improving foreign language teaching methodology (using Italian as a case study) using traditional and innovative teaching methods in higher education institution". Общество и инновации 3, n.º 9/S (25 de outubro de 2022): 123–28. http://dx.doi.org/10.47689/2181-1415-vol3-iss9/s-pp123-128.
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The article considers the advantages and disadvantages of traditional and innovative methods of foreign language teaching (Italian as an example) in higher education institutions. One of the main components of learning process is student, his personality and individuality. That's why the main role of modern teacher is to choose the method of organization of students' learning activity, which best corresponds to the set aim of teaching. The author presents the results of the research about real application of innovative methods of teaching in higher education and reveals the reasons for the lack of innovative methods of teaching foreign language (by the example of Italian) in higher education institutions. The article also touches upon the use of Internet resources as a mean of increasing the amount of oral communication in foreign language in full-time and distance education.
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Salahuddin, Afsheen. "Students’ perception of Spoken English Anxiety at Higher Education Level". Asia Proceedings of Social Sciences 4, n.º 3 (4 de junho de 2019): 96–98. http://dx.doi.org/10.31580/apss.v4i3.567.
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Developing countries like Pakistan are struggling for an Ideal model for English language teaching in their educational institute as English language is emerging as a powerful medium of communication. In Pakistan the public sector school still follows the same old traditional teaching methodology like grammar translation method while the private sector is trying to utilize modern teaching methodologies for enhancing confidence in spoken English but the private sector also needs a lot of effort. This study has tried to find out various factors which make students anxious when they speak in English language and to develop a model based on interactive activities to be incorporated in the curriculum of the institute where this research study took place.
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Khokhlova, Аnna A., e Natalya N. Nemich. "Russian as a foreign language in higher education: systematic approach to teaching vocabulary". Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 20, n.º 1 (18 de abril de 2023): 101–14. http://dx.doi.org/10.17673/10.17673/vsgtu-pps.2023.1.8.
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The paper is devoted to the peculiarities of vocabulary learning in the process of teaching Russian as a foreign language at a university. The main aspects, methods and techniques of working with lexical material depending on the stage of training are briefly highlighted. The purpose of the research is to substantiate the systemic systematic approach to teaching vocabulary. The research provides example materials and methods as well as teaching strategies for mastering vocabulary. The authors conclude that the research work points out the importance of systemic criteria in the process of mastering the grammatical and vocabulary material as well as the development of speech skills and abilities. The work contributes to the methodology of teaching of military and engineering students. The practical significance of the results of the study is due to the discussion and conclusion of the peculiarities of vocabulary learning in the process of teaching Russian as a foreign language in higher education.
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El-Tawy, Nevine, e Magdy Abdel-Kader. "Higher education challenges: accounting and finance academia in a research-led teaching universities". Journal of Financial Reporting and Accounting 20, n.º 2 (3 de fevereiro de 2022): 279–96. http://dx.doi.org/10.1108/jfra-01-2020-0007.
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Purpose This paper aims to explore problems facing the recruitment of accounting and finance staff in research-led universities. “University accounting and finance (A&F) departments are experiencing difficulty in attracting and retaining suitably qualified staff” (Duff and Monk, 2006, p. 194). The literature identifies a number of reasons for the shortage of A&F phenomenon (Duff and Monk, 2006; Smith and Urquhart, 2018), including, the wide salary gap between academe and industry profession, difficulty in achieving publications in highly rated journal, high workload in teaching and marking due the limited number of A&F staff. Design/methodology/approach The paper provides new insights for the use of the grounded theory and how the theory has been generated from the semi-structured interviews. Findings This study has resulted in eight main challenges emerged, and a final theory has been generated. Implications of this research on business schools are valuable in research-led universities, the A&F staff recruitment strategies and the A&F research strategies in research-led universities. Originality/value The novelty of this research is based on the induction of the challenges that a business school faces, as a case study for a research-intensive teaching-led UK university, in recruiting new A and F appointees and retaining existing members of staff.
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Olivares Gavino, Guido Fare, Marco Antonio Nolasco-Mamani, Uriel Rigoberto Quispe-Quezada, Ronal Raul Florez Díaz, María del Rocio Haro Echegaray, Sergio Francisco Carranza Basantes, Segundo A. V. Llanos et al. "Improving The Scientific Research Methodology's Component Parts for Language Teaching". World Journal of English Language 13, n.º 6 (5 de junho de 2023): 303. http://dx.doi.org/10.5430/wjel.v13n6p303.
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The key components of scientific research technique are covered here for language education. Scientific research methodology is a strategy that enables researchers to accomplish their goals rationally and effectively while using the proper resources for each step of the research process. It is underlined how crucial it is to have precise, feasible study goals as well as the amount of work and commitment needed to accomplish them. The significance of the student's work in this process is stressed, and the function of the methodology as a universal or unitary procedure that researchers adhere to is explored. Research is an integral aspect of higher education since without it, earning a degree or an academic degree is all but impossible. To build skills in reality analysis and enhance scientific research, it is advised to support creative, experimental, and exploratory learning. The fundamental components of scientific research technique for language education are comprehensively covered in this abstract. Research paper preparation is like turning a screw; it takes time and is not a simple task. It is important to recognize and accept that research paper preparation causes anxiety because it involves trial and error, attempts and ideas that are later abandoned or replaced by better ones, or by others that were once thought to be better, and returning to previously abandoned ideas. A documentary study was conducted, the documentary analysis method was applied, and the tool used was the bibliographic record, which allowed registering, ordering, and summarizing the information from sources closest to the subject, evidencing through the methodology of scientific research for lang. On the basis of a bibliographic search, the goal is to specifically examine the state of the art in various areas of scientific research methods.
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Buzdugan, Olena, Nataliia Oskina, Eleonora Stryga, Bogdana Avramenko e Ganna Dyshel. "Approaches to Communication Strategies and Their Implementation in English Language Instruction at Universities". Archives des Sciences 74, n.º 3 (30 de junho de 2024): 19–25. http://dx.doi.org/10.62227/as/74304.
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The article highlights the importance of communicative models in optimising English teaching in higher education institutions. It emphasises the need for more research on this issue in the scholarly works of both foreign and Ukrainian researchers. The study aims to analyse the features of the practical application of communicative models in the process of teaching English in higher education institutions. The research object is the methodology of teaching English in higher education institutions. The research methodology is based on an integrative approach, utilising structural-functional, systemic, synergetic, and sociocultural methods throughout the research process. The findings enabled a clear understanding of the content of communicative models employed in teaching English in higher education institutions. A communicative model may comprise a range of components and content. A pedagogical experiment was conducted at the state institution “South Ukrainian National Pedagogical University named after K.D. Ushinsky” to determine the effectiveness of implementing the communicative model ICLT in the teaching of foreign languages in higher education institutions. The study identified the pivotal role of sociocultural communicative competence in teaching English in higher education institutions. It enabled the identification of the principal aspects to be considered when planning the implementation of communicative models. Assuming the results obtained, the performance of a communicative model was analysed using a specific example. Implementation is of great importance in contemporary realities. Credible directions for optimising the educational process by introducing communicative models are presented. It was noted that Ukrainian methodology has not yet explored communicative models nor considered the possibilities of optimising their content according to the direction of future specialists’ training.
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Mâță, Liliana, Cristina Cîrtiță-Buzoianu, Venera-Mihaela Cojocariu, Gabriel Mareș e Brîndușa-Mariana Amălăncei. "Students’ Perceptions on Online Teaching and Learning in Higher Education". Revista Romaneasca pentru Educatie Multidimensionala 16, n.º 1 (1 de março de 2024): 623–44. http://dx.doi.org/10.18662/rrem/16.1/841.
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Virtual environments allow teachers to approach the teaching process inclusively and creatively, to facilitate the effective transfer of learning and to support student learning with new technologies regardless of various barriers. The hereby study evaluates the students’ views concerning the virtual delivery of courses during their learning process taking into consideration their former face-to-face teaching-learning experience. It was based on the theoretical part which included typical aspects of online teaching and learning are presented and the most recent studies in this area are reviewed. Following previous research, we aim to develop an innovative model of successful online teaching and learning in higher education. A questionnaire-based research methodology was designed for 355 students at a university in the North-Eastern region of Romania. The questionnaire with closed-ended items was used for assessing students’ attitudes on the online teaching activity. The results indicate students’ preference for online courses, as well as a number of significant differences, depending on the study specialisation or form of education. Any future changes to online teaching and learning in universities should also take into account students’ and teachers’ views on this particular issue. Such an approach should allow us to see whether and how effective the use of virtual teaching environments can be for both students and teachers in higher education (HE).
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Kalybekova, Zhanar, Sholpan Zhussipbekova, Kuralay Madiyarova, Aigul Yelshibayeva e Ulzhan Meirmanova. "Methodological characteristics of professional-oriented teaching of mathematics and physics to higher education students". Scientific Herald of Uzhhorod University Series Physics, n.º 55 (26 de janeiro de 2024): 2487–98. http://dx.doi.org/10.54919/physics/55.2024.248si7.
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Relevance. The modern stage of socio-economic changes in the society of the Republic of Kazakhstan and the need for transition of higher education to a new level, the issue of updating the system of methodological training of future specialists capable of developing new and optimising existing solutions in the field of mathematics and physics determine the research relevance.Purpose. The study aims to develop pedagogical conditions for the implementation of the methodological system of teaching mathematics and physics students based on professional orientation in higher education as a guarantee of competitive specialists in the labour market.Methodology. The following methods were used in the process of experimentation: analysis, synthesis, comparison, systematisation, classification, generalisation, and experimentation: establishing, forming, and controlling, as well as methods of mathematical statistics.Results. Development and introduction, based on Narxoz University and Asfendiyarov Kazakh National Medical University, of the methodology of organisation of professionally directed teaching of mathematics and physics in the context of professional training of future specialists of the technical direction of higher educational institutions of the Republic of Kazakhstan is carried out. The results of the obtained data in the process of experimental research conclude that the proposed methodology is effective because it allowed to increase in the level of learning physics and mathematics in the process of professionally directed training of students of higher educational institutions. The study presents pedagogical conditions for the implementation of the proposed methodology: the development of motivation to study mathematics and physics, the development and implementation of the methodology of professionally oriented teaching of mathematics and physics, and the use of effective computer technologies.Conclusions. The practical value of the study consists of the developed methodical system and computer programs, which are recommended to be used in the organisation of independent work of students, preparation of educational programs, syllabuses, and educational-methodical complexes for various technical specialities.
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Yuliana, Petrovska. "METHODOLOGY OF STUDENT SCIENTIFIC RESEARCHES AT HIGHER EDUCATIONAL INSTITUTIONS". Vìsnik Nacìonalʹnogo unìversitetu "Lʹvìvsʹka polìtehnìka". Serìâ Arhìtektura 4, n.º 1 (30 de março de 2022): 119–27. http://dx.doi.org/10.23939/sa2022.01.119.
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he article highlights the role of student researches at higher educational institutions and further directions of their development, and describes the methodology of scientific researches of students of the Institute of Architecture and Design majoring in Design in the process of their studies for the first (Bachelor’s) and second (Master’s) education and qualification levels. The author conducts the analysis of academic disciplines that form scientific abilities of students, methodically direct them at the implementation and presentation of their own scientific researches within the framework of the educational process. The paper also clarifies the role of student researches through the opportunity to use the scientific and technical potential of a higher educational institution for the sake of future development of key and priority areas of science. The task of the student research work is to acquire knowledge about the types of research, to organize and implement scientific researches, to apply principles and methods of scientific research and research requirements of the Ministry of Education and Science of Ukraine related to the formulation and publication of research results. Educational disciplines of the educational and professional program of Design, which include the research (scientific) component, fully disclose the essence of the scientific research, required skills and methods of conducting researches, as well as the implementation and organization of student independent research work in the process of solving current scientific tasks with the subsequent possibility to publish them in professional scientific journals of the Institute of Architecture and Design, as well as to present them in the form of reports at various conferences. The purpose of organization of scientific researches of students of higher educational institutions is to develop the theoretical knowledge gained in the process of studying. Choosing the direction of the research work, a student thoroughly assesses the relevance of the planned research, formulates the purpose and objectives, determines the object and subject of the research, and forms the methodology of the research work in accordance with the outlined objectives of the study. Motivating students to conduct scientific researches and to publish and test their own researches in the process of studying at higher educational institutions is one of the priorities of the educational system; however the student rating does not always motivate students to achieve this goal. Only a comprehensive approach that includes teaching of special academic disciplines, open system of the academic mobility, scholarships, academic integrity, possibility to participate in student research competitions and grant programs will make students realize the importance of the research work and further prospects of its development.
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Perera, Corinne Jacqueline, Zamzami Zainuddin, Chua Yan Piaw, Kenny S. L. Cheah e David Asirvatham. "The Pedagogical Frontiers of Urban Higher Education: Blended Learning and Co-Lecturing". Education and Urban Society 52, n.º 9 (20 de janeiro de 2020): 1305–29. http://dx.doi.org/10.1177/0013124519894966.
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Teachers of urban higher education institutions often explore new methods of teaching using innovative techno-pedagogical approaches. This study reports on postgraduate students’ perceptions of the blended learning mode of delivery, co-taught by two lecturers concurrently during the “Qualitative Research” elective course offered for the Master of Educational Leadership program, in a reputed Malaysian university. A qualitative action research methodology was adopted for this study with students’ comments captured through Padlet. Results indicate that students have very positive perceptions of their experiences gained through blended learning and co-lecturing. The findings of this action research study provide evidence of the meaningful and personalized learning experiences reported by students, gained through the collaborative blended mode of delivery. The results also provide more thoughtful reflections for teachers to draw on students’ feedback and possibly adapt their teaching practices to better accommodate students learning needs.
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Carlucci, Daniela, Paolo Renna, Carmen Izzo e Giovanni Schiuma. "Assessing teaching performance in higher education: a framework for continuous improvement". Management Decision 57, n.º 2 (11 de fevereiro de 2019): 461–79. http://dx.doi.org/10.1108/md-04-2018-0488.
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Purpose The purpose of this paper is to propose a framework for the analysis of students’ ratings of teaching quality in higher education and the disclosure of risky issues undermining the quality of teaching and courses that require attention for continuous improvement. The framework integrates two decision-based methods: the standardized u-control chart and the ABC analysis using fuzzy weights. The control chart, using the students’ ratings, allows the identification of those courses requiring an improvement of teaching quality in the short-medium term. While the ABC analysis uses fuzzy weights to deal with the vagueness and uncertainty of students’ teaching evaluations and provides a risk map of the potential areas of teaching performances improvement in the long term. The proposed framework allows the identification of teaching and course quality aspects that need corrective actions in response to students’ criticisms in accordance with different levels of priority. Design/methodology/approach This study adopts two methods, commonly used in industrial applications, i.e. the u-control chart and ABC analysis. Combining the results of a literature review on teaching evaluation and the application of these two methods as building blocks for the assessment, a framework to detect potential risks reducing teaching quality in higher education is proposed. The application of the framework is shown through an action-based case study developed in an Italian public university. Findings The study proposes a framework that combines two methods, i.e. u-control chart and ABC analysis with fuzzy weights, to support the assessment of teaching and course quality. The framework is proposed as an assessment approach of the teaching performance in higher education with the purpose to continuously improve the quality of teaching and courses both in the short, medium and long term. Originality/value The study provides an original contribution to the understanding of how to analyze students’ evaluation of teaching performance in order to take proper and timely decisions on corrective actions in response to the need of continuously improving the level of teaching and course quality.
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Mustaffa, Abd Hadi, Nur Zahidah Bahrudin, Siti Zaitun Saddam e Zetty Zahureen Mohd Yusoff. "Unlocking the Potential Research Directions in Effective Teaching: Insights from Bibliometric Analysis". Information Management and Business Review 16, n.º 1(I)S (27 de abril de 2024): 216–28. http://dx.doi.org/10.22610/imbr.v16i1(i)s.3744.
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Effective teaching is considered one of the dominant and emerging topics in education. Hence, there are two objectives of the study. The first objective is to bibliometricaly analyze the performance in terms of citations and publications of Effective Teaching studies. The second objective is to analyze the research themes of Effective Teaching studies. The motivation to conduct this study is based on the gaps in previous studies on effective teaching. This study mainly uses bibliometric analysis, whereby 986 documents were analyzed through two stages – descriptive analysis and keyword network analysis. Selected findings indicated that since 1941, effective teaching studies displayed a growing trend in publications and citation performances. In addition, five research themes dominate effective teaching - 1) effective teaching in higher education, 2) enhancing curriculum with blended teaching, 3) pedagogical professional development, 4) medical education effectiveness, and 5) teacher training for classroom effectiveness. The authors also suggested six potential future research questions in terms of mixed theories, practical and methodology aspects. Hence, the significance of the study is to inspire potential scholars to explore potential holes available in effective teaching
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Álvarez-Suárez, Pedro, Pedro Vega-Marcote e Ricardo Garcia Mira. "Sustainable consumption: a teaching intervention in higher education". International Journal of Sustainability in Higher Education 15, n.º 1 (20 de dezembro de 2013): 3–15. http://dx.doi.org/10.1108/ijshe-06-2011-0044.
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Purpose – The purpose of this paper is to describe and analyse a teaching strategy designed to increase the awareness of trainee teachers and educate them with regard to sustainable consumption. Design/methodology/approach – Ninety-four subjects (trainee teachers) were assessed on their knowledge of the environmental impacts of consumerism, their attitudes to sustainable consumption and their behavioural intentions before (pre-test) and after (post-test) the teaching intervention took place. Findings – Statistical analysis of the results obtained revealed that subjects increased their knowledge of the social and environmental impacts of consumerism, became more aware of the need to take action in this regard, and developed behaviours oriented towards a sustainable model of consumption. Research limitations/implications – The proper application of an educational strategy of this nature requires more time than that actually assigned to the teaching intervention itself. This obstacle was overcome by using the time envisaged by the European Space for Higher Education, but the outcome could not be monitored. Practical implications – A reduction of individual and collective consumption in universities. Originality/value – The study demonstrates the possibilities of an educational strategy that when applied to trainee teachers in higher education promotes sustainable consumption.
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Saleem, Muhammad, Hafiza Sadiya Iqbal e Rafaqat Ali Akbar. "Challenges of English Curriculum Implementation at Higher Secondary Level in Pakistan". Global Language Review VI, n.º I (30 de março de 2021): 1–10. http://dx.doi.org/10.31703/glr.2021(vi-i).01.
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The study was aimed to examine the challenges of English curriculum implementation at higher secondary level in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at the higher secondary level. A stratified sampling technique was used to select the sample. The data were collected through the survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers face challenges in English curriculum implementation, such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources and inappropriate government policies regarding English curriculum implementation. The results of the study suggested giving motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.
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Leech, Nancy L., Jessica Schnittka e Carolyn A. Haug. "Earning tenure with outstanding teaching". International Journal of Comparative Education and Development 20, n.º 2 (14 de maio de 2018): 101–12. http://dx.doi.org/10.1108/ijced-01-2018-0001.
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Purpose The purpose of this paper is to investigate motivation to teach for higher education faculty within schools of education. Design/methodology/approach This study utilized survey research methods to collect data from higher education faculty at nine universities identified from the Carnegie Foundation for the Advancement of teaching website. Findings The predictor variables of gender, years of teaching in higher education, percent of overall workload devoted to teaching and two dummy variables for type of institution (i.e. doctoral granting and research II institution) when considered together did not statistically significantly predict whether or not a faculty person achieved tenure with outstanding teaching. In total, 14 of the factors influencing teaching (FIT)-choice scale components statistically significantly predicted whether or not a faculty person achieved tenure with outstanding teaching, only social dissuasion statistically significantly added to the model. Originality/value This is the first study to use the FIT-choice scale with university education faculty, and the findings suggest that higher education faculty may be motivated to produce high-quality instruction based on different factors than K-12 teachers.
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Ivanova, Natalia Nickolaevna. "Integrating online Teaching English into the system of higher education". Siberian Pedagogical Journal, n.º 1 (5 de março de 2022): 77–86. http://dx.doi.org/10.15293/1813-4718.2201.07.
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The article discusses current problems in organizing and conducting online classes. The effectiveness and compliance of online teaching English with the modern competence approach in the process of evaluation of effectiveness of the selected learning model. The purpose of the article is to justify effectiveness of managing the student’s learning activities in the process of online learning through an optimal combination of possibilities of Moodle electronic educational environment and the use of interactive pedagogical technologies. Methodology and methods of research. The study was conducted on the basis of the implementation of the model of online English course as a process of building up students’ professionally significant competencies, development of students’ self-regulation strategies and improvement of their soft skills and abilities. The research methods used were the analysis of pedagogical, socio-psychological, scientific-methodological and special professional literature on the problem of research; purposeful observation of the process of development and training of students, analysis of experimental data, questionnaires. The developed model of online English course was implemented as part of an experimental study of the discipline “The English Language”. Conclusion. It is worth noting that the implementation of online teaching model based on the concepts of Edutainment, Self-Regulative Strategies of learning, as well as communicative approach with the use of interactive pedagogical technologies integrated into content-based learning corresponds to the modern competence-based approach implemented in the educational process of the discipline “The English Language”.
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Vega Lebrún, Carlos Arturo, Mariano Sánchez Cuevas, Genoveva Rosano Ortega e Silvia Elena Amador Pérez. "Teaching skills, an innovation in virtual learning environments in higher education". Apertura 13, n.º 2 (30 de setembro de 2021): 6–21. http://dx.doi.org/10.32870/ap.v13n2.2061.
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The emergency closure of educational institutions, in the face of the health contingency due to Covid-19, has prompted the rethinking of the models of teaching competencies to adapt to virtual learning environments (VLE). The objective of this study is to design and validate a model of teaching competencies in VLE, with the support of virtual laboratories, to ensure the quality of higher education during the covid-19 pandemic. A quantitative and correlational methodology was used in a case study. The research is divided into two methodological moments: the design of the model and its validation. The instruments used were a comparative analysis matrix and a Likert-type scale. 5 650 students and 41 teachers participated in the validation cap. The results highlight the need for teacher development, mainly in digital and research skills. One weakness of the study is the lack of weighting of the quality indicators. The proposed model represents an innovation in the definition of indicators, in the form of competencies, for the assurance of educational quality in VLE. It is concluded that the proposed model is pertinent for the assurance of educational quality in VLE.
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Gao, Min. "Analysis and Visualization of Research on ICT Use in Higher Education Teaching Based on VOSviewer". Lecture Notes in Education Psychology and Public Media 29, n.º 1 (7 de dezembro de 2023): 169–75. http://dx.doi.org/10.54254/2753-7048/29/20231447.
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The application of information and communication technologies (ICT) in the educational sector is promising because it represents a new transition towards modern education and digital technology. Thus, this research area attracts the attention of multiple scholars and school administrators attention. With the above in mind, a detailed analysis has been conducted through the methodology of bibliometrics. Our study selected 885 documents published between 2019 and 2023, and they all represent journal articles indexed in the Web of Science database. The retrieval words are ICT use or information and communication technologies, and higher education teaching. This study tries to examine the current development and major achievement of higher education teaching under the background of ICT. The research finds that while few new research and insights appear after 2022 some information we can still learned from Guillen-Gamez, Mayorga-Fernandez and Cabero-Almenara in Education Educational Research. Technology integration is an inevitable trend in the field of education now and then researchers need therefore put more efforts on it from divergent angles.
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Cheng, Kun, e Charanjit Kaur Swaran Singh. "Metasynthesis of Strategies Mode for Activating Higher Order Thinking Skills (HOTs) of University Students". Journal of Education and Educational Research 8, n.º 2 (8 de maio de 2024): 133–39. http://dx.doi.org/10.54097/azvaaj73.
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Countries around the world are increasingly emphasizing the research and cultivation of higher-order thinking abilities, and have proposed various teaching strategies and methods. Researchers have developed various methods, strategies, and related activities to cultivate higher-order thinking in response to this issue, such as "scaffolding teaching", "heuristic teaching", "project-based teaching", "building collaborative learning", and "diverse evaluation feedback". However, current research on teaching strategies mostly focuses on methodology or teaching principles, lacking a teaching strategy model to guide teachers in specific teaching processes and designs. This study conducted a comprehensive integration of previous scientific research, aiming to summarize the strategic models for activating college students' HOTs in the past three years. By using Scopus, Science Direct, and Springer search agents for in-depth filtering, a total of 6 articles were selected. Data screening, evaluation, and CBA use two keywords, and the article is published from around 2020 to 2023. The research results indicate that in addition to the aforementioned teaching strategies, some emerging teaching models are also being widely explored and applied. The flipped learning teaching model shifts the knowledge imparted in the classroom to independent learning after class, while using classroom time to guide students in discussions and practice. Smart classrooms utilize modern technological means to provide a highly interactive and personalized learning environment. The blended learning model combines online and offline learning, fully utilizing the advantages of technology. The evidence-based teaching method emphasizes guiding teaching decisions and practices through scientific research and empirical data. These teaching strategies can effectively improve the higher-order thinking ability of college students. Therefore, integrated research has investigated some specific methods and strategy models for activating higher-order thinking skills among college students in recent years. These methods and strategy models are of great significance to educational practitioners and can provide reference for the teaching of HOTs.