Статті в журналах: "Study and teaching (Higher)"

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Yuan, Huanwei, and Aijun Li. "Study on intercultural teaching of English teaches in higher vocational colleges." SHS Web of Conferences 159 (2023): 01009. http://dx.doi.org/10.1051/shsconf/202315901009.

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Intercultural education is one important aspect of foreign language teachings nowadays. The ultimate goal of learning a foreign language is to improve intercultural communication abilities and realize cultural communication with foreigners. English teaching in higher vocational college hasn’t payed enough attention on intercultural education. Teachers are lacking in cognition, knowledge and practice of intercultural teaching. Based on the current situation of intercultural English teaching in higher vocational education, the paper proposes that English teachers should strengthen the cognition of intercultural teaching, improve their cultural knowledge and practise more in intercultural teaching.

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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, no. 2/2022 (November 1, 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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Molina, Gloria Milagros Torres, Míriam Liliana Flores Coronado, Carlos Fabian Falcon, July Rivera-Zamudio, and Luis Alberto Núñez Lira. "Digital teaching skills: comparative study in higher education." Revista Tempos e Espaços em Educação 14, no. 33 (April 25, 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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Dr. E. Manohar, Dr E. Manohar. "Competence Based Teaching in Higher Education for Academic Excellence a Conceptual Study." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 335–37. http://dx.doi.org/10.15373/22778179/nov2013/106.

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SOUZA, Solange de, and Adriana Kroenke HEIN. "TEACHING WOMEN IN HIGHER EDUCATION." RCMOS - Revista Científica Multidisciplinar O Saber 1, no. 3 (January 22, 2024): 165–77. http://dx.doi.org/10.51473/rcmos.v1i3.2021.47.

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Throughout the formation of Brazilian society, it is known that women were delegated to conditions of subordination and servitude in relation to men, and their performance was restricted to domestic and maternal activities. But with the Industrial Revolution, and especially from the 1920s, women, in addition to gaining greater rights to study, began to occupy roles in child teaching. This picture changed over the years and the female gender was also present in higher education. With this background, the general objective of this paper aims to understand the condition of female teachers in higher education in an attempt to assimilate the main points of challenges and overcoming to be faced. To this end, exploratory and quantitative research was used, through the study of theoretical framework and the application of online questionnaires, which enabled a better understanding of the points related to female performance in Brazilian university teaching.

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Sultana, Naveed, Muhammad Imran Yousuf, Muhammad Naseer Ud Din, and Sajid Rehman. "The Higher The Quality Of Teaching The Higher The Quality Of Education." Contemporary Issues in Education Research (CIER) 2, no. 3 (January 10, 2011): 59. http://dx.doi.org/10.19030/cier.v2i3.1088.

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The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.

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Kothawade, Dr Pravin Laxman. "Correlative Study of Teaching Effectiveness & Job Satisfaction of Higher Secondary School Teachers." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 116–18. http://dx.doi.org/10.15373/2249555x/july2014/35.

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Erdem, Aksoy. "Using electronic-collaborative mentoring in higher education-bettering elt student teaching practice processes." i-manager’s Journal on English Language Teaching 12, no. 3 (2022): 61. http://dx.doi.org/10.26634/jelt.12.3.18675.

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This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods.

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9

Muzhikova, A. V. "STUDY OF THE INTERACTIVE TEACHING EFFECTIVENESS IN HIGHER MATHEMATICS." Tomsk State Pedagogical University Bulletin, no. 7 (2018): 174–81. http://dx.doi.org/10.23951/1609-624x-2018-7-174-181.

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Roberts, Emilee, and Elisabetta Vitolini-Mroski. "Higher Education and Higher Inequality." Αρετή (Arete): Journal of Excellence in Global Leadership 2, no. 1 (May 16, 2024): 125–34. http://dx.doi.org/10.59319/arete.v2i1.843.

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Background: This case study focuses on gender inequality in a higher education setting. It involves both human resources and leadership management situations. By participating in this study, students will be able to do the following: critically examine a gender inequality case study; recommend a solution or outcome regarding a case of gender inequality in a global setting; and justify and defend their decision-making skills in uncertain and complex ethical situations and gender inequality. This case study is best suited for undergraduate students in a human resource, ethical leadership, or social change theory course. In addition, this case study is also appropriate for business professionals in the human resource field. Objectives and Learning Outcomes: Learning outcomes include: 1) Critically examine a gender inequality case study; 2) Recommend a solution or outcome regarding a case of gender inequality in a global setting; 3) Justify and defend their decision-making skills in uncertain and complex ethical situations and gender inequality; 4) Research examples of gender inequality in the workplace. Some information has deliberately been excluded from the case study to promote further research and discussion to give students an opportunity to give an end to the story. Teaching Notes: Teaching notes are available with this case study.

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Elsawah, Sondoss, Allen Tim Luen Ho, and Michael J. Ryan. "Teaching Systems Thinking in Higher Education." INFORMS Transactions on Education 22, no. 2 (January 2022): 66–102. http://dx.doi.org/10.1287/ited.2021.0248.

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Systems thinking is recognized as an essential skill for understanding complex problem solving and decision making associated with many of the contemporary issues faced by individuals and communities. In this article, our goal is to contribute to the knowledge of curriculum and pedagogy of formal systems thinking teaching in higher education. We believe that accumulating this knowledge can provide a better foundation for including systems thinking in higher-educational programs. To achieve this goal, the purpose of this study is to examine whether the use of a set of systems thinking concepts and methods can effectively promote systems thinking in higher-education settings. The study shows that systems thinking skills can be promoted effectively through the delivery of a combination of systems thinking methods and concepts.

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Elsawah, Sondoss, Allen Tim Luen Ho, and Michael J. Ryan. "Teaching Systems Thinking in Higher Education." INFORMS Transactions on Education 22, no. 2 (January 2022): 66–102. http://dx.doi.org/10.1287/ited.2021.0248.

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Systems thinking is recognized as an essential skill for understanding complex problem solving and decision making associated with many of the contemporary issues faced by individuals and communities. In this article, our goal is to contribute to the knowledge of curriculum and pedagogy of formal systems thinking teaching in higher education. We believe that accumulating this knowledge can provide a better foundation for including systems thinking in higher-educational programs. To achieve this goal, the purpose of this study is to examine whether the use of a set of systems thinking concepts and methods can effectively promote systems thinking in higher-education settings. The study shows that systems thinking skills can be promoted effectively through the delivery of a combination of systems thinking methods and concepts.

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13

Lueddeke, George R. "Professionalising Teaching Practice in Higher Education: A study of disciplinary variation and 'teaching-scholarship'." Studies in Higher Education 28, no. 2 (January 2003): 213–28. http://dx.doi.org/10.1080/0307507032000058082.

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Evans, Nina, Tahereh Ziaian, Janet Sawyer, and David Gillham. "Affective Learning in Higher Education." Australian and International Journal of Rural Education 23, no. 1 (March 1, 2013): 23–41. http://dx.doi.org/10.47381/aijre.v23i1.645.

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A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia’s (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated whether engagement in mindfulness meditation by lecturers can improve their mental well-being and contribute to affective teaching and learning. The findings show that staff members learned mindfulness meditation techniques, improved their concentration and mental health status and also improved with regards to the implementation of the affective teaching skills. The impact of affective teaching practices on student learning and the perceptions of students about what constitutes ‘good teaching’ were also investigated. Students reported that the affective teaching of especially excellent teachers was improved through the meditation intervention. Furthermore they reported that the most important component of affective learning is that lecturers listen to them as students. The study provides important data related to the value of affective teaching and learning in a tertiary environment, as well as the potential impact on the social responsibility of graduates employed by regional businesses.

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Qambarova, Diloram Y. "INTERACTIVE METHODS OF ENGLISH TEACHING IN HIGHER EDUCATION." Oriental Journal of Education 02, no. 01 (March 1, 2022): 1–7. http://dx.doi.org/10.37547/supsci-oje-02-01-01.

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As the world becomes ever more connected, the appeal of learning a new language is clear. Whether for business or pleasure, being able to communicate on an international level can bring many benefits. Nowadays most students of higher education want to use effective study methods so they can learn a language fast and speak it. So today English teachers of higher educations should be creative, searchable and find the best suitable method for each group or even for each student. In this article there are given some modern methods of teaching English.

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Kononenko, Lesia, Olha Chumachenko, Iryna Sysolina, Nataliia Sysolina, and Serhii Kononenko. "OPTIMIZATION OF METHODS OF TEACHING HIGHER EDUCATION IN HIGHER EDUCATION." Sworld-Us Conference proceedings, usc11-01 (July 30, 2019): 69–72. http://dx.doi.org/10.30888/2709-2267.2022-11-01-017.

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In the work the transformation of the educational environment with the purpose of realization of the concept of sustainable development is considered. Advantages and disadvantages of distance form of study are given. It is noted that the teacher gives the

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Meng, Shaoqing, and P. C. Lai. "A Study on Informatization Teaching Efficacy in Higher Vocational Education in Guangzhou, China." Journal of Architectural Research and Development 7, no. 6 (November 28, 2023): 67–75. http://dx.doi.org/10.26689/jard.v7i6.5611.

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China has been vigorously promoting the construction and development of Informatization teaching efficacy education. Informatization teaching efficacy was used as an indicator of the psychological state of teachers. This article analyzes relevant literature at home and abroad and determines the five dimensions that affect teachers’ informatization teaching efficacy in informatization teaching.

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Wang, Yueru, and Lin Zhao. "Study on English Teaching Reform in Higher Vocational Colleges based on “Flipped Classroom”." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 166–71. http://dx.doi.org/10.54691/fhss.v2i11.2801.

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The flipped classroom teaching model has sparked heated discussions at home and abroad. This teaching mode is different from the traditional classroom teaching mode, on the one hand, it is conducive to promoting the overall improvement of teachers’ teaching ability and teaching level. On the other hand, it can cultivate students’ initiative in learning, exercise students’ critical thinking ability, and ultimately realize the cultivation of English talents in the higher vocational education stage. Through interviews and questionnaire surveys of Class 3 and Class 4 students of Grade 20 Business English major in Tangshan Maritime Institute, this paper introduces the concept of flipped classroom and compares and analyzes it with the traditional model of higher vocational English teaching in Tangshan Maritime Institute. In view of the advantages and disadvantages of the two, this paper proposes the reform strategy of higher vocational English teaching based on flipped classroom, and puts forward its own insights on future career development.

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Almazán Ruiz, Encarnación, and Raquel Fuentes Martínez. "A pilot study of the flipped classroom approach in higher education." Huarte de San Juan. Filología y Didáctica de la Lengua, no. 20 (December 15, 2020): 7–30. http://dx.doi.org/10.48035/rhsj-fd.20.1.

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Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.

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

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

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Nasrallah, Rita. "Learning outcomes’ role in higher education teaching." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 4 (October 28, 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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Kujundziski, Aleksandra Porjazoska, Eric Schaer, Luis Miguel Madeira, Milan Polakovic, Norbert Kockmann, and Jarka Glassey. "Assessing teaching effectiveness in higher education." Academic Perspective Procedia 2, no. 3 (November 22, 2019): 356–69. http://dx.doi.org/10.33793/acperpro.02.03.9.

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Recently, a robust tool for assessment of different teaching methodologies in engineering education has been developed by the consortium of the iTeach project (www.iteach-chemeng.eu). The tool was initially tested for its applicability in teaching units of chemical engineering education, evaluating several educational approaches used to deliver core knowledge and employability competences in different geographical and educational contexts. After some modifications, the framework was subjected to a wider testing, including teaching units that are part of other engineering disciplines, but also, extended to other higher education disciplines. In the presented case-study, the framework, including six metrics, was used in the assessment of two pedagogical approaches, practical instructions via lab and self-instruction delivery, applied in the teaching units Microbiology and Engineering Economy, respectively. Necessary data were collected by online surveys, carried out among four target groups of stakeholders, i.e. academics, employers, graduates and students. The results of this testing will be presented and discussed.

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Wang, Kai. "A Case Study of Online Teaching in a Higher Vocational College in China during Covid-19." International Journal of Languages, Literature and Linguistics 9, no. 2 (April 2023): 135–39. http://dx.doi.org/10.18178/ijlll.2023.9.2.393.

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This paper is based on a researcher’s exploration into a teachers’ implementation of teaching students English writing online in a higher vocational college in China during Covid-19, which aims to find the role of teacher to facilitate the efficient online teaching. It adopts a qualitative research design with the samples including one teacher, 34 students and a sample class. The research instrumentals include the researcher’s online classroom observation in the sample class and the semi-structured interview of the teacher and all the students after the sample class. All the data are collected for content analysis and triangulation. A theoretical framework of Community of Inquiry (CoI) is applied in the content analysis of the data within the context. A conclusion is drawn by the result and discussion that a leader and helper role of teacher who provides scaffolding in class and consultation after class with the modern educational ideal and information technology helps to promote the effective online teaching.

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Pan, Wu Min, and Chao Guan. "The Study on Network Practice Platform of Higher College of Engineering." Advanced Materials Research 933 (May 2014): 840–43. http://dx.doi.org/10.4028/www.scientific.net/amr.933.840.

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Network practice teaching platform is designed with engineering students in College of Engineering learning as the center of the learning, which mainly includes the learning environment design, ruing activity design and the information resources design. The main content of platform includes: teaching practice bulletin board, practice appointment management, scores query management, practice material management and interactive discussion area.

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Howlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 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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Jimbai Balang, Noel, Zamri Mahamod, and Nor Aishah Buang. "Nurturing Higher Order Thinking Skills Among Malay Language Teachers Through Lesson Study." Journal of Learning Improvement and Lesson Study 1, no. 1 (July 29, 2021): 11–18. http://dx.doi.org/10.24036/jlils.v1i1.4.

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The aim of this study is to identify higher order thinking skills (HOTS) among Malay language (ML) teachers through a lesson study. Two aspects were explored in order to answer the research questions, namely the nurturing of HOTS and the teaching attitude towards the implementation of the lesson study at school. Qualitative research is the research design used by the researchers. A total of seven ML teachers acting as participants in the research. Information is obtained through triangulation methods which cover interviews, observations and analysis of documents. The data interviews were analysed and transcribed verbatimally with study participants. The findings showed that there is a deepening of teacher’s HOTS through a variety of student learning activities during teaching. The participants in the study were positive and prepared for study of the lesson. Study lessons would be more effective if the workload of the teacher is decreased. Meeting time between teaching staff involved in the study of lessons should be included in the teaching schedule. The findings of this study are therefore important to consider the development of HOTS, which can be used by all teachers in teaching to make learning more relevant to 21st century learning.

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Hromova, М., and А. Savchenko. "Usage of case-study for law disciplines learninig in the higher military educational institutions (military educational units of the higher education institutions)." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1(49) (2022): 5–8. http://dx.doi.org/10.17721/1728-2217.2022.49.5-8.

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Trends in the teaching of legal disciplines in the military higher education institutions (MHEI) (military educational units of the higher education institutions (MEUHEI)), require the use of methods that correspond to the modern requirements used in leading educational institutions. One of these teaching methods, so-called "case study", founded at the Harvard University Business School (USA) back in 1924. And although historically this method has existed for almost a hundred years, it is not actively using not in all higher educational institutions of Ukraine in teaching legal disciplines. This method is different from others, the possibility of assimilation by the student of practical skills that are especially important for the future lawyer, regardless of the immediate future field of activity (judge, lawyer, prosecutor, etc.). This issue is especially relevant in the context of distance learning process, since the ability to assimilate information by students and receive the appropriate necessary competencies depends on the organization of training using modern teaching methods in online learning. The effectiveness of teaching legal discipline directly depends on the systematic development of classical situations that are repeated in practice. Therefore, "cases" should be selected taking into account the following criteria: relevance, repeatability in practice, difficulties, efficiency, the possibility of combining with other teaching methods, etc. A feature of the application of the case method in legal sciences is that the legislation of Ukraine is constantly changing, and the rules of law have not been changed. An increase in cognitive activity, the formation of a stable positive motivation of students is possible when using "case-methods" of teaching. Regarding competencies, the student using of this teaching method, will acquire communication skills, leadership, the ability to analyze information, and decision-making in a stressful situation.

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Perrotta, Katherine Assante, and Chara Haeussler Bohan. "A Reflective Study of Online Faculty Teaching Experiences in Higher Education." Journal of Effective Teaching in Higher Education 3, no. 1 (May 18, 2020): 50–66. http://dx.doi.org/10.36021/jethe.v3i1.9.

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Despite the popularity of online course and degree offerings in higher education, a lack of data persists on the unique challenges and opportunities online faculty face. Gaining insights about these experiences is important to ensure the quality of online teaching as colleges and universities continue expanding e-learning programs. Therefore, the purpose of this study is to examine the online teaching experiences of two faculty members through the implementation of reflective study methods. Major findings show that faculty access to professional development and mentoring, isolation and connectedness to the campus community, and academic freedom and curriculum control have significant implications for online teaching and student learning. In the wake of COVID-19 as colleges across the nation suddenly are faced with moving to exclusively online learning, this study is needed more than ever.

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Nantschev, Renate, Eva Feuerstein, Rodrigo Trujillo González, Israel Garcia Alonso, Werner O. Hackl, Konstantinos Petridis, Evangelia Triantafyllou, and Elske Ammenwerth. "Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education." Education Sciences 10, no. 12 (November 26, 2020): 354. http://dx.doi.org/10.3390/educsci10120354.

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The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure.

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Fomunyam, Kehdinga George. "Deconstructing quality in South African higher education." Quality Assurance in Education 26, no. 1 (February 5, 2018): 44–59. http://dx.doi.org/10.1108/qae-11-2016-0072.

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Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.

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Velasco, Paloma Julia, Begoña Learreta, Claudia Kober, and Irene Tan. "Faculty Perspective on Competency Development in Higher Education: An International Study." Higher Learning Research Communications 4, no. 4 (December 31, 2014): 85. http://dx.doi.org/10.18870/hlrc.v4i4.223.

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The purpose of this research is to establish common ground on how faculty development should be instituted and the needs it should address on an international level, with its major focus being the development of competencies. A survey was developed and distributed to a sample of 764 university teaching professionals. Results show that 90% find that it is either important or very important to develop competencies in higher education, and that 73% find they are well or very well trained in developing and assessing competencies, particularly with regard to applying theoretical knowledge in practice, teamwork, and oral and written communication skills. The least valued competencies are found to be entrepreneurship and leadership. The most valued teaching methods are: project based learning, immersion in a professional environment, visits, field trips, and anything that closes the gap between the professional and academic worlds. University teaching staff consider the best assessment scenarios to be those that involve a certain amount of immersion in real situations, problem posing, and simulation; the optimum measurement instruments use observation techniques and rubrics. The need to create academic teaching communities is found to be of great importance. A common assessment method is also seen as a useful addition.

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Shahidullah, Kazi, and Muhammed Mahbubur Rahaman. "Higher Education Reformation through Teacher Education: A Case Study in Bangladesh Perspective." American Journal of Qualitative Research 6, no. 2 (September 19, 2022): 124–36. http://dx.doi.org/10.29333/ajqr/12471.

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Teacher education is one of the key strategies to enhance higher education quality and transform from traditional education to 21st-century-oriented higher education in Bangladesh. This paper evaluates the experiences of the Post Graduate Diploma in Higher Education Teaching (PGDHET) program gained through the journey toward developing a higher education teacher professional development program and implementing it. This six-month-long program, titled Post Graduate Diploma in Higher Education Teaching (PGDHET), was launched by the Bangladesh University of Professionals (BUP). The key themes and elements of this teacher education program were academic program and curriculum, teaching-learning in higher education, professional practices in higher education, the well-being of students, ICT in higher education, assessment, research, and supervision in higher education. It offered a focused pathway for quality assurance activities, which is crucial in reinforcing and strengthening a culture of quality teaching-learning in Bangladeshi universities. A comprehensive, rational approach was adopted for developing this paper. Both authors were involved in the development of this program, so their voices were considered a valuable source of data. Their journal entries and conversations with various stakeholders were the primary data collection methods, whereas an intensive review of 86 higher education teaching-learning program programs offered by 80 universities on six continents around the world was supportive of understanding the global trends in tertiary teacher education programs. The analysis revealed that developing such a comprehensive program for tertiary teacher development was not an easy task, as many issues and complexities were involved, like the duration, vision and mission, design, and assessment guidelines during the development phases. The challenges were multifaceted and multidimensional, such as fitting the program content to be applicable across the teaching disciplines and ensuring its suitability for those teaching in face-to-face, flexible, and online learning environments.

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GOLUB, T. P., O. O. KOVALENKO, L. M. ZHYGZHYTOVA, and A. L. KOTKOVETS. "AI-POWERED PEDAGOGY: FOREIGN LANGUAGE STUDY IN HIGHER EDUCATION." АКАДЕМІЧНІ СТУДІЇ. СЕРІЯ «ПЕДАГОГІКА», no. 4 (April 22, 2024): 50–56. http://dx.doi.org/10.52726/as.pedagogy/2023.4.7.

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The paper explores the transformative role of Artificial Intelligence (AI) in foreign language study within the context of higher education. It discusses how AI has redefined traditional teaching methods by introducing innovative pedagogical tools. Through an in-depth analysis, the research illustrates the enhancement of communicative capabilities, where AI significantly improves the interaction dynamics in the target language among students. Presently, AI-driven language platforms enable personalized learning, catering to individual strengths and cultural backgrounds. However, concerns emerge about the potential erosion of traditional teaching roles in the face of AI’s capabilities. Yet, for AI to enhance the learning process, educators must possess robust digital competencies to effectively leverage AI technologies. Furthermore, the utilization of AI enables the customization of learning experiences, adapting to individuals’ needs, propensities, and skill levels, thus fostering motivation and commitment to language acquisition. AI’s capability to offer immediate and precise feedback is also highlighted as a critical factor in expediting the learning process and easing the anxiety related to performance evaluation. Moreover, the emergence of intelligent conversational assistants is showcased as a pivotal development in the domain. These AI-driven language bots act as virtual language partners, offering realistic conversation practice and proficiency evaluations that contribute to a supportive and boundless learning environment. While acknowledging the substantial benefits of AI in foreign language education, the paper concludes by reaffirming the irreplaceable role of human teachers as the central organizers of the educational process. It is implied that the successful integration of AI in language pedagogy rests upon its alignment with conventional teaching practices guided by experienced educators.

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Shengguang Peng. "An Experimental Study of Higher Mathematics Teaching based on Matlab Software." Journal of Convergence Information Technology 7, no. 18 (October 31, 2012): 473–80. http://dx.doi.org/10.4156/jcit.vol7.issue18.57.

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Satsangi, Falguni. "Quality Teaching in Indian Higher Education in Present Senario: A Study." Journal of Management Research and Analysis 3, no. 1 (2016): 59. http://dx.doi.org/10.5958/2394-2770.2016.00009.0.

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Fabricatore, Carlo, and María Ximena López. "Complexity-based learning and teaching: a case study in higher education." Innovations in Education and Teaching International 51, no. 6 (September 2, 2013): 618–30. http://dx.doi.org/10.1080/14703297.2013.829408.

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신종호. "Study on Formative Peer Review of Teaching Program in Higher Education." Journal of Korean Teacher Education 31, no. 3 (September 2014): 371–98. http://dx.doi.org/10.24211/tjkte.2014.31.3.371.

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Mclaughlin, Denis. "School Teaching and Higher Education: a Papua New Guinea case study." Teaching in Higher Education 1, no. 1 (March 1996): 105–25. http://dx.doi.org/10.1080/1356251960010108.

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梁, 志鹏. "A Study on the Teaching of Higher Mathematics with Mathematical Stories." Advances in Education 10, no. 04 (2020): 420–23. http://dx.doi.org/10.12677/ae.2020.104070.

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De Rijdt, Catherine, Eva Tiquet, Filip Dochy, and Maurice Devolder. "Teaching portfolios in higher education and their effects: An explorative study." Teaching and Teacher Education 22, no. 8 (November 2006): 1084–93. http://dx.doi.org/10.1016/j.tate.2006.07.002.

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Stes, Ann, and Peter Van Petegem. "Profiling approaches to teaching in higher education: a cluster-analytic study." Studies in Higher Education 39, no. 4 (September 26, 2012): 644–58. http://dx.doi.org/10.1080/03075079.2012.729032.

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Clark, Burton R. "The Research-Teaching-Study Nexus in Modern Systems of Higher Education." Higher Education Policy 7, no. 1 (March 1994): 11–17. http://dx.doi.org/10.1057/hep.1994.2.

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Tolentino, Laurice E. "Job Satisfaction and Teaching Effectiveness in Emergency Remote Teaching among Higher Education Faculty." Rajabhat Chiang Mai Research Journal 24, no. 3 (August 14, 2023): 1–12. http://dx.doi.org/10.57260/rcmrj.2023.265660.

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Job satisfaction among teachers plays a crucial role in their ability to teach effectively. Hence, this study assessed the higher education faculty’s level of job satisfaction and teaching effectiveness in emergency remote teaching in one state university in Batangas Province, Philippines. By employing the correlational type of descriptive research with a self-made questionnaire and secondary data, this study found out that the faculty members are highly satisfied on their job during emergency remote teaching and majority of them have very satisfactory teaching effectiveness as evaluated by their students. Further, significant relationship exists between the respondents’ assessed level of job satisfaction and their teaching effectiveness. Consequently, this study offered course of action requiring the involvement of various authorities and ensures a collaborative approach towards achieving the stated objectives and expected outcomes.

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Koch, Carol. "The Coaching Process in Higher Education." Perspectives on Issues in Higher Education 11, no. 2 (October 2008): 44–47. http://dx.doi.org/10.1044/ihe11.2.44.

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Abstract Excellence in teaching is a standard to which educators aspire. The developmental nature of effective teaching strategies implies the need to provide ongoing and continual support for junior level faculty. Showers (1985) described coaching as a process that involves assistance in learning. Therefore, coaching involves assistance without judgment. Through case study illustration, the coaching process framework will be examined within the context of a university instructor desiring to enhance teaching performance.

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Mirzoev, Dilshod Polotovich, Siddiq Qahhorovich Qahhorov, Amin Bakhtiyor oglu Utaganov, and Mohinur Salimova. "STUDY OF COMMUTATION DEVICES USED IN TECHNICAL INSTITUTIONS OF HIGHER EDUCATIONAL INSTITUTIONS." Scientific Reports of Bukhara State University 4, no. 3 (June 26, 2020): 299–303. http://dx.doi.org/10.52297/2181-1466/2020/4/3/6.

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This article states that the clear formulation of teaching methods is a key factor in improving the quality of lessons. It is emphasized that the combination of non-traditional and practical training with educational materials, along with mass education technologies, will serve to improve the quality of education. The effective result obtained by changing the methods of connecting the coils of electric motors is shown by examples and by the solution of the examples.

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Rahmawati, Henny, and Radina Anggun Nurisma. "How about an extensive reading guidebook? A case study in a higher education." Journal of Applied Studies in Language 7, no. 2 (December 31, 2023): 227–35. http://dx.doi.org/10.31940/jasl.v7i2.227-235.

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This study was aimed at investigating the lecturers’ need of a guidebook in the ER enactment within a classroom. The method used in this study was a qualitative research method making use of an online questionnaire and a semi-structured interview as the instruments to compile the data. The participants of this study were six lecturers implementing Extensive Reading in their classroom, three of whom are seniors, and the other three are novice lecturers. The data compiled from an online questionnaire and a semi-structured interview were then qualitatively analyzed and discussed. The result showed that an ER guidebook is, indeed, needed by those who are still lacking of experience in teaching extensive reading in which the contents are about choosing the appropriate books, accessing online repository, conducting ER, ER fun activities, and the potential evaluation, but it is not that urgent though it benefits to some cases for those who have been the so-called ER expert having years of experiences—more than two years—teaching extensive reading at class. However, using extensive reading guidebook might be a stimulus, for both lecturers in teaching, which is still open to innovative teaching invention in teaching extensive reading.

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Niu, Xiaowei. "Internet-assisted English Teaching in Higher Vocational Education." Journal of Physics: Conference Series 2066, no. 1 (November 1, 2021): 012080. http://dx.doi.org/10.1088/1742-6596/2066/1/012080.

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Abstract The rapid development of information technology has brought opportunities and challenges to English teaching. Online teaching has become a trend in language teaching, and it is also the core of the ongoing reform of English teaching. It not only changes the traditional English classroom thinking and teaching methods, but also changes the students’ learning environment and learning methods. At present, many experts and scholars at home and abroad have conducted research on the teaching activities of English network. Researchers have also put in a lot of effort and research to study how to use online platforms to help teach English. This article focuses on the study of multimedia-assisted English teaching in higher vocational education based on the Internet. First, it uses the literature research method to explain the problems in multimedia-assisted English teaching in higher vocational education, then puts forward some relevant suggestions for improvement, and finally uses the questionnaire method to analyze the multimedia A survey on the status quo of English teaching in higher vocational colleges was conducted. The results of the survey showed that the multimedia construction in schools is still good at this stage. Among them, computer equipment accounts for the most, reaching about 39%, and then the slide projector, accounting for about 32%. Regarding whether multimedia teaching can replace traditional teaching, 55% of teachers think that it can be partially replaced, and 31% of teachers think that the two should be combined.

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Dibiase, Julie. "Teaching Higher Order Mathematics through Graphics Programming." Journal of Educational Computing Research 15, no. 3 (October 1996): 261–81. http://dx.doi.org/10.2190/r2a6-lqt7-fpqw-u8f2.

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Most of the underlying concepts that pervade what is typically referred to as “higher” mathematics are relegated to the arena of the mathematical elite. The research presented here demonstrates that, given the proper pedagogical environment, these concepts are quite accessible for early high school students. Through SchemePaint, a graphics enhanced computer programming language, students learned the mathematical notion that a function can be a data object. Further, students were able to apply their knowledge of functions from within the graphics domain to solve novel mathematical problems. This work suggests the need for a more elaborate study of how such early conceptual introduction of advanced material may preclude some of the problems which have been documented to pervade the later stages of students' academic career.

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Yang, Shang Wu, and Wei Li Yao. "Discussions of How to Use Computer to Arouse Students' Study Interest of Higher Mathematics." Applied Mechanics and Materials 543-547 (March 2014): 4226–30. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4226.

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We all know that the interest is the best teacher. And it is also well known that higher mathematics is difficult to study curriculum. It is important to arouse the interest of higher mathematics. Computer assisted instruction (CAI) has an importance on modern teaching methods and it is also an effective one. In this article we consider the interactive activities between the computer and teaching activities. On the one hand is the theoretical link between the teaching and the computer, i.e., we want to let students know the application of the theoretical knowledge. On the other hand is the computer's application on teaching, i.e., we want to use the CAI to arouse the students interest of learning of higher mathematics. After the discussion we draw the conclusion that the CAI has an effective aid on higher mathematics teaching. And we also consider some questions of CAI.

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Leiba, Moshe, and 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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