scholarly journals Teaching-Learning Anglophone Cultures at the University of Pedagogical Sciences of Holguín and at the ELC of Shantou University: A Comparative Study

2015 ◽  
Vol 3 (4) ◽  
pp. 487
Author(s):  
Yunier Pérez Sarduy ◽  
John Harper ◽  
Manuel de Jesús Velázquez León
Keyword(s):  
Comparative Study ◽  
Learning Process ◽  
Research Work ◽  
Teaching Resources ◽  
Language Programs ◽  
Cultural Elements ◽  
Culture Teaching ◽  
Foreign Language Programs ◽  
Teaching Learning ◽  
The University

<p><em>This paper presents a comparative study of the teaching-learning process of Anglophone cultures through the English as a foreign language programs of Shantou University, Guangdong, China, and Universidad de Ciencias Pedagógicas “José de la Luz y Caballero”, Holguín, Cuba. As criteria for the comparison, the authors have selected the objectives, teaching methods, and resources of the two institutions. The comparative analysis allowed for the determination of the main trends common to both universities: the teaching of language as a means to an end, the active participation of faculties in the elaboration of teaching materials and textbooks for the specific courses they teach, the validity of research work aimed at improving the teaching resources for the EFL courses offered at both universities, the use of the communicative approach as a general method for the teaching-learning process, and the development of co-curricular activities to enhance the teaching-learning of cultural elements. The analysis also allowed for a reflection on how the distinct departmental/institutional structures of the two schools may lead to some significant differences in terms of educational focus. Finally, the analysis provoked questions concerning the balance between culture teaching-learning and intercultural communication training.</em><em></em></p>

scholarly journals Los recursos didácticos y el aprendizaje significativo en los estudiantes de bachillerato

2017 ◽  
Vol 2 (9) ◽  
Author(s):  
Elvira Geoconda Villacreses Veliz ◽  
Adela Del Jesús Lucio Pillasagua ◽  
Carlos Hernán Romero Yela
Keyword(s):  
Learning Process ◽  
Research Work ◽  
Meaningful Learning ◽  
Field Research ◽  
Educational Process ◽  
Easy Access ◽  
Student Interest ◽  
Educational Work ◽  
Teaching Resources ◽  
Teaching Learning

La presente investigación denominada “Los recursos didácticos y el aprendizaje significativo en el Colegio  Nacional Alejo Lascano, de la ciudad de Jipijapa, provincia de Manabí”, tuvo como finalidad contribuir al fortalecimiento del sistema educativo. Con la presente investigación, se ha detectado que gran parte de los docentes, no han aplicado recursos didácticos y metodologías eficientes, no utilizan materiales didácticos creativos ni metodologías innovadoras y esto se refleja en el proceso enseñanza aprendizaje. Los recursos didácticos son los productos diseñados para ayudar en los procesos de enseñanza, como medios de expresión; y el aprendizaje significativo estimula la función de los sentidos para acceder de manera fácil  la adquisición de conceptos, habilidades y destrezas. Para recopilar la información de  la  presente  investigación, se  hizo  uso  del  método bibliográfico-documental, para optimizar y desarrollar el trabajo investigativo, se utilizó la investigación de campo; las técnicas utilizadas fueron la encuesta y la entrevista. Definido el nivel de calidad de la educación y con la recopilación de los resultados se elaboró la propuesta para potenciar el interés estudiantil y mejorar el rendimiento escolar a través de la aplicación de los recursos didácticos y metodologías activas que conlleven al aprendizaje significativo y mejorar el proceso educativo.  Palabras clave: Fortalecer, potenciar, enseñanza, métodos, técnicas    The Didactic Resources and Significant Learning in the students of bachelor  Abstract  This research called "The teaching and meaningful learning resources at the National College Alejo Lascano, City Jipijapa, Manabí province", aimed to help strengthen the educational system. With this research, we have found that most teachers have not applied teaching resources and efficient methodologies, which develops educational work with new active and participatory techniques according to the structure of each subject, it is not being used or developing creative teaching materials and innovative methodologies and this is reflected in the teaching-learning process. Teaching resources are products designed to aid in the learning process as an instrument or means of expression and / or communication and meaningful learning stimulates the senses function for easy access to the acquisition of concepts how, skills, attitudes or skills. To gather information from this investigation, use was made of bibliographic documentary method to optimize and develop the research work, field research was used; the techniques used were the survey and interview. Defined the quality of education in all its aspects and with the compilation of the results the proposal was developed to boost student interest and improve school performance through the application of teaching resources and active methodologies that lead to meaningful learning and improve the educational process at the National College Alejo Lascano. Keywords: Strengthening, empowering, teaching methods, techniques

THE PROCESSES AND STRATEGIES FOR DEVELOPING INNOVATIONS IN SCHOOLS

2016 ◽  
pp. 95-106
Author(s):  
B.L Raina
Keyword(s):  
Learning Process ◽  
Teacher Educators ◽  
Research Work ◽  
Educational Innovation ◽  
School Education ◽  
Educational Institutions ◽  
Individual Institution ◽  
Education In India ◽  
Teaching Learning

The paper attempts to discuss processes and strategies for innovations in schools. Committed and thoughtful teacher educators, translate their knowledge, expertise, skills and research work for bringing innovations in the teaching learning process in order to keep the system most engaged and updated. The notion of shared explicit philosophy of teaching learning is central, to innovations in the schools. There are mainly four responsible factors perceived in implementation of innovation in any organisation more so, in educational institutions, namely systems support, encouragement to creativity, autonomy and conformity. Fundamentals of innovations provide some insight in to the scope of educational innovation in school education in India. These are mostly based on unique personalised experiences of the learners and the learners retain centrality of focus. Rewards and recognition are the motivating force for fresh innovative ideas and practices. Individual, Institution and Implementation were three vital points for Innovation.

scholarly journals Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante

2021 ◽  
Vol 39 (1) ◽  
pp. 169-188
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Learning Process ◽  
Web Of Science ◽  
Scientific Literature ◽  
Quality Criteria ◽  
Educación Superior ◽  
Educacion Superior ◽  
Final Sample ◽  
Revisión Sistemática ◽  
Teaching Learning ◽  
The University

Este trabajo realiza una revisión sistemática para identificar los principales hallazgos reportados en la literatura científica sobre la percepción del estudiante universitario hacia la práctica de estrategias de gamificación en su proceso de aprendizaje. La búsqueda documental se ha llevado a cabo a partir de la triangulación de las publicaciones incluidas en las bases de datos “Web of Science” y “Scopus” durante el período 2010-2019. Tras aplicar los criterios de selección y calidad, se han identificado un total de 20 estudios como muestra final. Los resultados demuestran el interés creciente de la comunidad científica por plantear trabajos sobre gamificación en Educación Superior. Además, se corrobora una predisposición favorable en el alumnado hacia el desarrollo de experiencias didácticas innovadoras basadas en la gamificación. Entre sus potencialidades, destaca el aumento de la motivación, el interés y la participación del alumnado en el proceso de enseñanza-aprendizaje, así como la mejora del rendimiento académico y el desarrollo de las habilidades y competencias necesarias para su desarrollo profesional. This work performs a systematic review to identify the main findings reported in the scientific literature on the perception of the university student towards the practice of gamification strategies in their learning process. The documentary search was carried out based on the triangulation of the publications included in the "Web of Science" and "Scopus" databases during the period 2010-2019. After applying the selection and quality criteria, a total of 20 studies have been identified as the final sample. The results demonstrate the growing interest of the scientific community to propose works on gamification in Higher Education. Furthermore, a favorable predisposition in the students towards the development of innovative didactic experiences based on gamification is corroborated. Among its potential, the increase in motivation, interest and participation of students in the teaching-learning process stands out, as well as improving academic performance and developing the skills and competences necessary for their professional development

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

scholarly journals Mobile in learning: Enhancement of information and communication technologies

2018 ◽  
Vol 7 (2.6) ◽  
pp. 98 ◽  
Author(s):  
Jossy P George ◽  
Vinay M
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Advancement ◽  
Central System ◽  
Higher Education System ◽  
Digital Book ◽  
Teaching Learning ◽  
The University

The technological advancement in the world has changed the people’s life. The people view point towards the usage of technologies in different fields like business, tourism, communication, education etc. has changed. Mobile learning can give flexible learning environment for the user. It can also increase the participant number in the online teaching learning process. This paper discusses about the effectiveness of the current technologies used in higher education system. It profiles the advantages of using mobile in accessing the university central system for teaching and learning. It also discusses about mobile digital book with augmentation, which can be used to improve the teaching and learning process of the different departments in the university

METHODOLOGICAL STRATEGY FOR THE RIGHT USE OF THE INTERACTIVE WHITEBOARD IN THE TEACHING-LEARNING PROCESS OF THE ENGLISH LANGUAGE IN THE UNIVERSITY

2017 ◽  
Author(s):  
Miguel Macías Loor ◽  
Roberth Zambrano Santos ◽  
José Intriago Macías ◽  
Juan Carlos Carpio ◽  
Marianela San Lucas Marcillo
Keyword(s):  
Learning Process ◽  
English Language ◽  
Interactive Whiteboard ◽  
Teaching Learning ◽  
The Right ◽  
The University ◽  
Methodological Strategy

scholarly journals Reflexões sobre a cibercultura no ensino superior: um olhar sobre os cursos de licenciatura

2018 ◽  
Vol 9 (18) ◽  
pp. 32
Author(s):  
Elisabete Cerutti ◽  
Marcia Dalla Nora
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Learning Process ◽  
Digital Natives ◽  
Educational Environment ◽  
Academic Field ◽  
Teaching Learning ◽  
The University

O presente ensaio apresenta reflexões acerca da pesquisa sobre a cibercultura e as tecnologias no âmbito acadêmico. Como objetivo, busca refletir sobre o processo de ensino-aprendizagem através de recursos tecnológicos nos cursos de licenciatura e como os discentes desse curso percebem sua preparação para a futura docência com o uso dos artefatos digitais. A metodologia utilizada foi a qualitativa, com revisão bibliográfica e análise de dados a partir do questionário aplicado com os discentes dos cinco cursos investigados. Tendo como principais teóricos os autores Cerutti e Giraffa (2015), Kesnki (2003), Pretto e Pinto (2006) e Prensky (2016), que elucidam sobre a utilização das tecnologias no ambiente educacional, o texto apresenta o referencial teórico e a análise de dados. Como conclusão, percebemos que a aprendizagem sobre as tecnologias precisam ser suas vivências na própria Universidade, uma vez que mesmo nativos digitais, os acadêmicos não se percebem fazendo uso das mesmas em seus futuros espaços de docência. Palavras-chave: Cibercultura. Ensino Superior. Educação e tecnologias. Reflections on cyberculture in higher education: a look at undergraduate coursesThis essay presents reflections about research on cyberculture and technologies in the academic field. The objective is to reflect on the teaching-learning process through technological resources in undergraduate courses and how the students of this course perceive their preparation for future teaching with the use of digital artifacts. The methodology used was qualitative with bibliographic review and data analysis from the questionnaire applied with the students of the five courses investigated. The main authors are Cerutti and Giraffa (2015), Kesnki (2003), Pretto and Pinto (2006) and Prensky (2001), who elucidate the use of technologies in the educational environment, the text presents the theoretical reference and analysis of data. As a conclusion, we realize that learning about technologies must be their experiences in the University itself, since even digital natives, academics do not perceive making use of them in their future spaces of teaching.Keywords: Cyberculture. Higher education. Education and Technologies.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals A Review on Prediction of Academic Performance of Students at-Risk Using Data Mining Techniques

2017 ◽  
Vol 5 (1) ◽  
pp. 30-39 ◽  
Author(s):  
Preet Kamal ◽  
Sachin Ahuja
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
High Probability ◽  
Research Work ◽  
Educational Data Mining ◽  
Dropout Rate ◽  
Educational Background ◽  
Drop Out ◽  
Teaching Learning ◽  
The Right

Educational data mining is the procedure of converting raw data collected from educational databases into some useful information. It can be helpful in designing and answering research questions like performance prediction of students in academics, factors that affect the students’ performance, help the teachers in understanding the problems faced by the students to understand the course content and complexity of the subject taken so that the teachers can take timely action to control the dropout rate. This also includes improving the teaching learning process so that the interventions can be taken at the right time to improve the performance of the student. This paper is the review of the research work done in the field of educational data mining for the prediction of students’ performance. The factors that influence the performance of the students i.e. the type of classrooms they attend such as traditional or on-line, socio-economic, educational background of the family, attitude toward studies and challenges faced by the students during course progress. These factors leads to the categorization of the students into three groups “Low-Risk”: who have High probability of succeeding, “Medium-Risk”: who may succeed in their examination, “High-Risk”: who have High probability of failing or drop-out. It elaborates the different ways to improve the teaching learning process by providing the students personal assistance, notes, class-assignments and special class tests. The most efficient techniques that are used in educational data mining are also reviewed such as; classification, regression, clustering and and prediction.

Drama and the advanced ESL learner

1986 ◽  
Vol 3 ◽  
pp. 57-68
Author(s):  
June Gassin
Keyword(s):  
Learning Process ◽  
Present Knowledge ◽  
Past Experience ◽  
The Body ◽  
Esl Students ◽  
Advanced Level ◽  
Self Confidence ◽  
Teaching Learning ◽  
The University ◽  
And Control

This paper describes an experimental drama workshop offered to advanced level ESL students attending the University of Melbourne. The aims of the workshop are to increase awareness and control of body, breath and voice as well as to develop self-confidence, flexibility and spontaneity in participants. The principles used to guide the evolution of the teaching/learning process include 1) emphasis on the body as the source of breath, sound and perception; 2) emphasis on process rather than product: and 3) emphasis on linking past experience to present knowledge and situation. The content of the workshop consists of a variety of dramatic activities organized according to these principles. Results as recorded in videos, student diaries and drawings are encouraging.

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