Enseignement-apprentissage dématérialisé du FLE en Finlande

2021 ◽  
pp. 7-14
Author(s):  
Mélanie BUCHART
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
University Education ◽  
Digital Tools ◽  
Mediated Learning ◽  
Face To Face ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
The University

In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.

Inter-country inequality as a dynamic process and the problem of post-industrial development

2018 ◽  
pp. 5-29 ◽  
Author(s):  
L. M. Grigoryev ◽  
V. A. Pavlyushina
Keyword(s):  
Economic Growth ◽  
Political Institutions ◽  
Industrial Development ◽  
Modern World ◽  
New Approach ◽  
Development Level ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
Post Industrial

The phenomenon of economic growth is studied by economists and statisticians in various aspects for a long time. Economic theory is devoted to assessing factors of growth in the tradition of R. Solow, R. Barrow, W. Easterly and others. During the last quarter of the century, however, the institutionalists, namely D. North, D. Wallis, B. Weingast as well as D. Acemoglu and J. Robinson, have shown the complexity of the problem of development on the part of socioeconomic and political institutions. As a result, solving the problem of how economic growth affects inequality between countries has proved extremely difficult. The modern world is very diverse in terms of development level, and the article offers a new approach to the formation of the idea of stylized facts using cluster analysis. The existing statistics allows to estimate on a unified basis the level of GDP production by 174 countries of the world for 1992—2016. The article presents a structured picture of the world: the distribution of countries in seven clusters, different in levels of development. During the period under review, there was a strong per capita GDP growth in PPP in the middle of the distribution, poverty in various countries declined markedly. At the same time, in 1992—2016, the difference increased not only between rich and poor groups of countries, but also between clusters.

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

scholarly journals Hagnýting menntunar meðal háskólamenntaðs starfsfólks einkarekinna fyrirtækja og opinberra stofnana

2017 ◽  
Vol 13 (1) ◽  
pp. 151
Author(s):  
Ingi Rúnar Eðvarðsson ◽  
Guðmundur Kristján Óskarsson ◽  
Jason Már Bergsteinsson
Keyword(s):  
Social Science Research ◽  
Science Research ◽  
Target Population ◽  
University Education ◽  
Private Companies ◽  
Public Companies ◽  
National Population Register ◽  
The Difference ◽  
The One ◽  
The University

The aim of the article is to examine whether there is a difference in the utilization of education among university educated employees in private companies on the one hand and public institutions on the other. The target population of the research was based on a random sample drawn from the National Population Register by the National Survey of the Social Science Research Institute of the University of Iceland from 9 March to 9 April 2016. The survey included 2,001 individuals, aged 18 or above, from all over the country. A total of 1,210 persons responded to the survey. This research only involved those participants in the sample who had completed a university education and were salaried employees in Iceland. After data cleansing, 374 participants remained, 178 males and 196 females. The initial results of the research indicated that 20.3% of participants were over-educated for their jobs. The majority of females work in public companies, while the majority of males work in private companies. Individuals with under-education are most likely to be found within public companies, at the same time as over-educated individuals are most likely to be found in private companies (the difference lies in the under- and over-education of females). Those working in public companies come primarily from educational and health sicences, while engineers and natural sicentists work primarily at private companies. Incomes are higher in private companies.

scholarly journals Addressing the Needs of Academic Staff in Supporting Students with Mental Health Conditions in Online Programmes at a Distributed University

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Rachel Stephanie Erskine ◽  
Eilidh MacPhail
Keyword(s):  
Mental Health ◽  
Policy Development ◽  
Online Teaching ◽  
Academic Staff ◽  
Health Conditions ◽  
Teaching Staff ◽  
Face To Face ◽  
Mental Health Conditions ◽  
Time Of Application ◽  
The University

Professional experience prompted the initial discussions of the need to identify increased research and further support for academic staff in teaching online with students who have mental health conditions whether these are disclosed or not at the time of application to a distributed university. With the prevalence of mental health conditions increasing in the general population, it stands to reason that increasing numbers of students with mental health conditions are entering higher education. Studying online is different than being in a face-to-face environment and online teaching staff need to have additional skills to be able to individualise their teaching to cater for their students as well as be able to support those with mental health conditions. It is proposed that research among programme leaders, module leaders and personal academic tutors within the University of the Highlands & Islands is undertaken to contribute the academic perspective to supportive policy development within the University for this group of students.

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

The question of university graduates' employability: are the students aware of the employers' preferences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pambas Tandika ◽  
Laurent Gabriel Ndijuye
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
University Education ◽  
University Graduates ◽  
Exploratory Research ◽  
Design Data ◽  
Content Type ◽  
Adequate Knowledge ◽  
The World ◽  
The University

PurposeThe purpose of this paper is to university students' awareness of the employers preferred competencies and the educational level capable of readying them satisfactory for the demands of the world of work.Design/methodology/approachUsing a qualitative approach exploratory research design, data were gathered in an informal and unstructured manner, researchers identified undergraduate students' awareness of employers' preferred competencies of the graduates.FindingsUndergraduate students overestimated academic credentials while ignoring soft skills as employers' preferences. Nevertheless, they were worried about their capability to compete adequately when seeking employment despite identifying university level of education as the most appropriate for developing and enhancing their employability.Research limitations/implicationsThe study involved mostly second-year students from one college of the seven colleges constituting the University of Dodoma.Practical implicationsThere is a need for university education to integrate and emphasize the non-cognitive skills for adequately and holistically preparing future employees with adequate knowledge and skills to thrive in the world of work demands.Social implicationsThere likelihood that a lack of confidence would impact their participation in academia and work/job. Hence, lower down their productivity and inadequately contribute to social and national economic growth.Originality/valueThe value of these findings is that they identify, inform and can be used to enhance university education programming for improved graduate's employability.

What are Tutors' Experiences with Online Teaching?

2016 ◽  
Vol 8 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Cvetanka Walter
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Asynchronous Communication ◽  
Online Course ◽  
Methodological Framework ◽  
Teaching English ◽  
Teaching Online ◽  
University Teachers ◽  
University Curriculum ◽  
The University

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

scholarly journals Learning Innovative Methodologies To Foster Personal, Organizational and Community Empowerment through Online and Face-to-Face Community Psychology Courses

2016 ◽  
Vol 14 (4) ◽  
pp. 1209
Author(s):  
Donata Francescato ◽  
Minou Mebane Mebane
Keyword(s):  
Community Psychology ◽  
Online Teaching ◽  
Psychology Students ◽  
Community Empowerment ◽  
Comparative Efficacy ◽  
Face To Face ◽  
Online Collaborative Learning ◽  
The World ◽  
Psychology Courses ◽  
Different Parts

This paper aims to illustrate the contextual factors that inspired some Italian community psychologists to develop three innovative intervention methodologies to foster personal, organizational and community empowerment. We also summarize several studies we conducted to explore the comparative efficacy of traditional and more innovative online teaching, in helping community psychology students master the competencies needed to carry out these three different intervention modalities. These studies showed that both face-to-face and online collaborative learning settings were effective not only in promoting students’ professional competencies, but also in enhancing their social capital and sociopolitical empowerment. Implications for a wider use of online settings to share community psychology values, principles and practices elaborated in different parts of the world are discussed.

The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1334-1338
Author(s):  
Carl A. Raschke
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Styles ◽  
Digital Age ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
The University

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000).

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

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