Teaching and learning enhancement in undergraduate machine dynamics

2011 ◽  
Vol 19 (2) ◽  
pp. 244-255 ◽  
Author(s):  
El-Sayed Aziz
Keyword(s):  
Teaching And Learning ◽  
Learning Enhancement ◽  
Machine Dynamics

Blending Technology into an Academic Practice Qualification for University Teachers

2011 ◽  
pp. 259-279
Author(s):  
Cathy Gunn ◽  
Adam Blake
Keyword(s):  
Teaching And Learning ◽  
Research Process ◽  
Learning Enhancement ◽  
Academic Practice ◽  
Face To Face ◽  
Employment Participation ◽  
E Learning ◽  
Strategic Goals ◽  
Graduate Certificate ◽  
Full Time Employment

An accredited course in Academic Practice aligns with university and national strategic goals related to teaching and learning enhancement within a research-intensive institution. The course was originally designed to be taught in face to face mode with an elearning dimension to provide the flexibility required by students in full time employment. Participation in a national implementation initiative for E-Learning Guidelines created an opportunity to reconceptualize the course for blended learning. A range of contextual factors influenced both the pace and the scale of technology enhancement. The design-based research process adopted for review and redevelopment of one of the core subjects for a Post Graduate Certificate course is described in this chapter.

Higher education accreditation, quality assurance and their impact to teaching and learning enhancement

2019 ◽  
Vol 35 (4) ◽  
pp. 235-250
Author(s):  
Samar Aad Makhoul
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Student Attrition ◽  
Faculty Members ◽  
Faculty Retention ◽  
Regional Accreditation ◽  
Learning Enhancement ◽  
Attrition Rates ◽  
Content Type

Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.

scholarly journals The Role of Cloud Computing for the Enhancement of Teaching and Learning in Saudi Arabian Universities in Accordance with the Social Constructivism Theory: A Specialist’s Point of View

2019 ◽  
Vol 14 (13) ◽  
pp. 70
Author(s):  
Farhan Yetaim Alenezi
Keyword(s):  
Cloud Computing ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Saudi Arabian ◽  
Point Of View ◽  
Learning Enhancement ◽  
The Social ◽  
E Learning ◽  
Academic Year

This study aims to evaluate the role of Cloud Computing in enhancing teaching and learning in Saudi Arabian government universities in the backdrop of the four principles of Social Constructivism Theory - social interaction, previous experience, activity of a learner, and the development of mental skills; all these have to be examined form the specialist’s point of view as he will be responsible for integrating technology into the processes for supporting the whole ecosystem. The study was conducted at 29 Saudi Arabian government universities, using a quantitative approach based on a Questionnaire. The study sample consisted of 84 Deans and Vice Deans of E-learning across all Saudi government universities, in the Academic Year 2016/2017. The results revealed a significant role for Cloud Computing for teaching and learning enhancement in the Saudi Arabian universities in accordance with the construct outlined above.

scholarly journals BUILDING STUDENT ENGAGEMENT IN TEACHING AND LEARNING: AREAS FOR ENHANCEMENT

2017 ◽  
Vol 1 ◽  
pp. 238
Author(s):  
Alex Krouglov
Keyword(s):  
Student Engagement ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Active Engagement ◽  
Learning Enhancement ◽  
Successful Student ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The Eu

The paper analyses the engagement of students and teachers in developing a community of practice and the role of the institution in the process. Our research is based on surveys of students and teachers conducted in 2016 as part of the EU-funded Erasmus+ research project Internationalisation and Modernisation of Education and Processes in the Higher Education of Uzbekistan (IMEP). The questionnaires, developed by the project team of researchers, aimed to identify the areas of successful student engagement and where students did not engage actively in teaching, learning and other university and extracurricular activities. Our surveys of students and teachers provided us with the necessary information in order to establish the reasons for successful and less pro-active engagement of students. The results of the surveys also showed some differences in the level of engagement of teachers and students in the process of teaching and learning and how both groups viewed their involvement and the role of the institution. Two case studies presented by students selected for this project showcase their positive experience and confirm the results of our study. While the article deals with concrete data collected and analysed as part of the research, it addresses wider issues of student engagement, the provision of feedback and analyses the role of the main players in the process of teaching and learning enhancement.

scholarly journals A Systematic Literature Review of Students as Partners in Higher Education

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Lucy Mercer-Mapstone ◽  
Sam Lucie Dvorakova ◽  
Kelly E Matthews ◽  
Sophia Abbot ◽  
Breagh Cheng ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Future Research ◽  
Small Scale ◽  
Learning Enhancement ◽  
Undergraduate Level ◽  
Research And Practice ◽  
Academic Literature

“Students as Partners” (SaP) in higher education re-envisions students and staff as active collaborators in teaching and learning. Understanding what research on partnership communicates across the literature is timely and relevant as more staff and students come to embrace SaP. Through a systematic literature review of empirical research, we explored the question: How are SaP practices in higher education presented in the academic literature? Trends across results provide insights into four themes: the importance of reciprocity in partnership; the need to make space in the literature for sharing the (equal) realities of partnership; a focus on partnership activities that are small scale, at the undergraduate level, extracurricular, and focused on teaching and learning enhancement; and the need to move toward inclusive, partnered learning communities in higher education. We highlight nine implications for future research and practice.

scholarly journals AI-Based Assessment for Teaching and Learning Enhancement

2021 ◽  
pp. 661-665
Author(s):  
Shubham Chaudhari ◽  
Pradnya More ◽  
Siddheshwar Bhadak ◽  
Swati Chaudhari ◽  
Tukaram Gawali
Keyword(s):  
Artificial Intelligence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Learning Enhancement ◽  
Proposed Model ◽  
Smart Education ◽  
Education Field

This paper explores the use of Artificial Intelligence in the smart education learning process. Nowadays Artificial Intelligence grapes a place in the education field. This survey is giving justification that how the humans' mind is changed by AI. Here we go on the proposed model, experimentation, results, and Limitation of the system. These papers present various methods of Artificial Intelligence in student assessment for teacher and learning enhancement.

Visual matters in learning and teaching

2008 ◽  
Vol 1 (3) ◽  
pp. 43-66
Author(s):  
Alexandra Howson
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Visual Images ◽  
Learning Enhancement ◽  
Academic Context ◽  
Visual Material ◽  
Learning And Teaching ◽  
Innovative Learning ◽  
Visual Materials

This article reports on the incorporation of visual material as a tool for learning sociology and discusses a poster assignment introduced as a means of assessment in an academic context committed to innovative learning strategies and to teaching and learning enhancement. The article draws on an evaluation of using the poster assignment to assess student learning and argues that visual images can provide valid and insightful ways of 'telling about society' which challenge the reliance on text as a means of teaching and learning sociology. The article explores the context in which visual materials are used in teaching and learning sociology and their impact on and significance for assessment and learning.

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