scholarly journals LETTER FROM THE ASSOCIATED EDITOR

2020 ◽  
Vol 3 (1) ◽  
pp. 1-3
Keyword(s):  
Business Education ◽  
Teaching And Learning ◽  
Basque Country ◽  
Educational Innovation ◽  
Annual Congress ◽  
New Perspective ◽  
Teaching Learning ◽  
The University ◽  
Innovative Capacity ◽  
Business And Management

In this letter, the number 3 of 2020 of the Journal of Management and Business Education is introduced. A brilliant article and a suggestive line of research by Professor Enrique Bigne head the number. His work introduces us to a new perspective, current, and with a great projection of the future, which is the necessary customization of the teaching-learning process in Business and Management, assisted by technology and the constant innovations in teaching and learning. In addition, the number includes a relevant contribution by the professors of the University of the Basque Country UPV-EHU, with its IKASEKIN model, formulated as an integral learning for the development of innovative capacity, and which received the Educational Innovation Award of XXXIII AEDEM Annual Congress, held in June 2019 in Seville. Other interesting contributions included in the number refer to the implications of new methodological tools that increasingly appear as protagonists in our classrooms, such as gamification or interactive digital applications to maintain attention and the motivation of the students in their learning.

scholarly journals University Students' Perception on the Verbal Interaction through WhatsApp Chat Group

AL-TA LIM ◽  
2020 ◽  
Vol 27 (3) ◽  
pp. 250-257
Author(s):  
Sujarwo Sujarwo ◽  
Sukmawati Sukmawati ◽  
Asdar Asdar ◽  
Suharti Siradjuddin ◽  
Nina Ariani
Keyword(s):  
University Students ◽  
Language Learners ◽  
Teaching And Learning ◽  
Verbal Interaction ◽  
Learning Activity ◽  
Verbal Interactions ◽  
Foreign Language Learners ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
The University

Verbal interactions will occur when both the teacher/lecturer and learners could completely understand what each other means. It happens verbally among the teacher and learners during the teaching learning activity (Mardiana et al., 2019). This study was mainly conducted to examine the University students’ perception on verbal interaction through WhatsApp chat group. This study used qualitative descriptive method was used to achieve the objective of this study. Observation and a questionnaire were adopted as tools for data collection. A total number of samples was 14 English as a Foreign Language learners in university students. The analysis of the data revealed that university students’ perception on verbal interaction gave the positive feedback towards WhatsApp chat group. This proves that ordinarily learners selected agree with utilizing WhatsApp chat group in doing verbal interaction. Hence, utilizing of WhatsApp chat group can be recommended as an efficient technique in verbal interaction for teaching and learning process.

scholarly journals IMPLEMENTACIÓN DE METODOLOGÍAS COOPERATIVAS EN LA DOCENCIA UNIVERSITARIA: EXPERIENCIAS EN LA FACULTAD DE EDUCACIÓN Y DEPORTE DE VITORIA-GASTEIZ

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ainhoa Gómez Pintado ◽  
Vanesa Rojo Robas ◽  
Ana Zuazagoitia Rey-Baltar
Keyword(s):  
Basque Country ◽  
Educational Innovation ◽  
Teaching Objectives ◽  
El Sistema ◽  
Innovation Project ◽  
Innovación Educativa ◽  
Faculty Of Education ◽  
The University ◽  
Pais Vasco ◽  
Selection Of

Resumen:Actualmente es visible la necesidad de una renovación metodológica, de reformar el sistema educativo centrado en la enseñanza del profesor, para conseguir un modelo centrado en el aprendizaje activo del alumnado. Para realizar esta difícil transición metodológica numerosos estudios apuestan por el uso de las metodologías activas. Este trabajo, inscrito en el marco de un Proyecto de Innovación Educativa de la Universidad del País Vasco (UPV/EHU), tiene como objetivo determinar la efectividad y validez de varias de estas técnicas cooperativas, implementadas en distintas materias, cursos y especialidades en la Facultad de Educación y Deporte de Vitoria-Gasteiz, partiendo del análisis de las valoraciones que sobre ellas ha realizado el alumnado. Los resultados, recogidos a través de cuestionarios, apuntan a una excelente aceptación de las técnicas empleadas por parte del alumnado; constatando su efectividad en el desarrollo del aprendizaje activo y cooperativo y confirmando la importancia de la selección de cada técnica en función de los objetivos docentes, así como su modificación y adecuación a estos y al grupo o asignatura en el que se implementa. Abstract:Currently is visible the need for a methodological renewal, that is, the need for a reform of the education system focused on teacher education, for a model focused on active learning of students. To perform this difficult methodological transition, numerous studies opt for the use of active methodologies. This work, written in the framework of an Educational Innovation Project of the University of the Basque Country (UPV/EHU), aims to determine the effectiveness and validity of several cooperative techniques, implemented in different subjects, courses and specialties in the Faculty of Education and Sports of Vitoria-Gasteiz, starting from the analysis of the assessments about the techniques made by students. The results, collected through questionnaires, point to an excellent acceptance of the techniques used by the students; confirming its effectiveness in the development of active and cooperative learning, and confirming the importance of the selection of each technique according to the teaching objectives, as well as its modification and adaptation to these and to the group or subject in which it was implemented.

Adams’s Education

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Higher Learning ◽  
Western History ◽  
Ethical Implications ◽  
Technical Mastery ◽  
Conception Of Teaching ◽  
Teaching Learning ◽  
The University ◽  
Parker Palmer

The argument of this book has been based upon one major assumption, namely that epistemologies have ethical implications, that ways of knowing are not morally neutral but morally directive. Accordingly, the major contrast developed thus far has been between the Weberian epistemology that connects knowledge fundamentally to power, to the prospect of technical mastery of the world, and communitarian epistemologies that connect knowledge fundamentally to understanding, to the pursuit of the truth of matters. This broadly articulated contrast has in turn informed two distinct conceptions of academic life and of the nature and purpose of the academic vocation. On one account, the soul of the university is Wissenschaft, on the other, edification. My discussion, in this epistemological and ethical context, of religious matters, especially the suggestion that certain spiritual virtues are indispensable to learning, has thus far been justified primarily on historical grounds. I have tried to show, first, that the Weberian conception of the academic calling derived in part from a transmutation of religious terms, and second, that for most of Western history religion and higher learning were interdependent in ways that have largely escaped the notice of many present-day analysts of the university. Then, in Chapter 3, I tried to demonstrate that, in spite of the triumph of Weberianism, practices that are central to the academy, such as teaching, learning, and scholarship, still depend for their success upon the exercise of spiritual virtues like charity. If these observations are correct, my analysis and criticism of the current understanding of the academic vocation are not yet complete. For the following questions arise: Why do so many contemporary academics believe that their sense of vocation ought to conform to the ideal type developed by Weber even as they at the same time resonate to the more spiritualized conception of teaching and learning articulated by Parker Palmer? Is there a peculiarly modern and secular spirituality that gives a deep measure of meaning to the academic vocation as Weber described it and at the same time blinds its practitioners to their own necessary reliance upon virtues that are distinctively religious?

Learning Analytics as a Tool for Planning, Evaluating, and Improving a SMOOC for Teacher Professional Development

2021 ◽  
pp. 170-189
Author(s):  
Cristine Martins Gomes de Gusmão ◽  
Josiane Lemos Machiavelli ◽  
Patricia Smith Cavalcante
Keyword(s):  
Teacher Professional Development ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Educational Culture ◽  
Learning Contexts ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

This chapter describes how a public university has met the challenge of changing inside the educational culture and preparing its teachers to manage online teaching-learning processes using learning analytics to contribute to the design, evaluation, and improvement of SMOOC. From the results obtained with a survey answered by the teachers, a twenty-hour class SMOOC was developed that focuses on instrumental aspects of digital technological resources in the teaching and learning contexts, as well as in the pedagogical issues, which concern the appropriate use of digital technologies. The findings of this research demonstrate that the SMOOC has been able to meet the teacher training needs, which are changing the way they work since remote education has been the viable alternative to guarantee the functioning of the university in the coronavirus pandemic period. However, it is believed that the knowledge that teachers are acquiring will contribute to changes in professional practice even post-pandemic.

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 SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change

2020 ◽  
Vol 12 (16) ◽  
pp. 6636
Author(s):  
Laura Hosman ◽  
Marcela Georgina Gómez Zermeño ◽  
Lorena Alemán de la Garza
Keyword(s):  
Climate Change ◽  
Digital Library ◽  
Teaching And Learning ◽  
Pacific Islands ◽  
Educational Innovation ◽  
Sustainable Community Development ◽  
The Pacific ◽  
Solar Powered ◽  
Teaching Learning ◽  
The Impact

Inclusive and quality education can provide nations with the tools to solve global problems. However, some barriers prevent equal access to this education. These obstacles include the lack of basic resources such as electricity and internet availability, which prevents appropriate training in the skills necessary for sustainable community development. Therefore, we have responded with the Solar-Powered Educational Learning Library (SolarSPELL) initiative, which offers a solar-powered digital library and provides an internet-like experience through its offline WiFi network. This educational innovation has been implemented in rural schools across the Pacific Islands, including in some of the more remote islands of Fiji, an area strongly affected by climate change. The objective of the study was to understand the impact of SolarSPELL on teaching and learning about climate change in the schools where it was implemented. This research used a case study method in which quantitative tools were applied to understand the characteristics of the schools and the impact of this educational innovation. The results showed that the SolarSPELL library was an impactful pedagogical resource in the schools where it was implemented. It served as support for teachers and motivated the students, promoted the democratization of knowledge in vulnerable areas, and provided appropriate educational resources to generate knowledge about problem-solving actions that can respond to climate change. The importance of this educational innovation lies in presenting strategies and best practices that help improve the quality of education, making it more inclusive and eliminating barriers to the acquisition of knowledge.

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

scholarly journals My.monash: Supporting students and staff in teaching, learning and administration

2002 ◽  
Vol 18 (1) ◽  
Author(s):  
David M. Kennedy ◽  
Len Webster ◽  
Robyn Benson ◽  
Di James ◽  
Nathan Bailey
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Extreme Programming ◽  
Future Directions ◽  
Learning Programs ◽  
Innovative Learning ◽  
Teaching Learning ◽  
Collaborative Activities ◽  
Key Resources ◽  
The University

The my.monash Portal (Portal) provides a virtual gateway to support student centred flexible learning by coordinating many of the university’s key resources to meet the needs of students and staff. The Portal is intended to help deliver innovative learning programs, foster opportunities to undertake research, increase flexibility of access to resources and services, support asynchronous approaches to teaching and learning, and allow online teaching and learning environments to be more responsive to changing student needs. In essence, it is part of a recent movement in higher education towards providing more complete, holistic online environments for students and staff by converging a number of technologies. The project has been developed with an innovative software design model (extreme programming) that involves rapid prototyping, in which iterative and continuous evaluation by staff and students is used to inform all aspects of the project’s design and development. This has resulted in significant collaborative activities across a wide cross section of the university community. The paper will address each of these aspects in turn, concluding with the results of the evaluation processes and future directions for the development of the Portal.

scholarly journals Information Technology in Teaching and Learning French as a Foreign Language at the University of Jordan

2016 ◽  
Vol 12 (26) ◽  
pp. 399
Author(s):  
Nahed Emaish
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Target Language ◽  
Technology In Teaching ◽  
University Of Jordan ◽  
Use Of Social Media ◽  
Power Point ◽  
Teaching Learning ◽  
The University

This research aims to investigate to what extent students and professors at the University of Jordan use information technology in teaching and learning French. It also intends to evaluate the effect that IT tools have on the teaching/learning of this language at the Department of French at this university. The study sample was confined to (90) third-year students majoring in French. Another sample included all (8) professors in the department. The research method utilized two questionnaires, one for the professors and the other for students. The data was analyzed by descriptive statistics, and highlighting means and frequencies. The findings revealed that technology is used by the majority of students for such tasks as using online dictionaries, getting information for their projects and assignments and doing power point presentations. These activities play a part in developing their learning of the language. The findings also showed limitations in their interaction with native-speakers, use of social media, movies, and songs in the target language. As for the professors, the answers revealed that information technology is not often used in their courses. And when used, it is limited to e-mails or power-point presentations.

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS AU NIVEAU SUPERIEUR AU KENYA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Milcah M. Chokah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Global Village ◽  
University System ◽  
Institutions Of Higher Learning ◽  
Village People ◽  
Teaching Learning ◽  
The University ◽  
Different Cultures

As technology transforms the world into a global village, people become more and more exposed to different cultures and opportunities. Opportunities for a better life, better education, better employment. Languages – especially foreign languages - have gained a special status in education systems. People want to learn other languages to be able to communicate and take advantage of what other countries have to offer. French as a foreign language was introduced into the Kenyan education system with noble objectives, the main one being to facilitate communication between Kenya and francophone members of the then African Union. In the late 1960s French was introduced into the university system and is today the most popular foreign language studied. Most institutions of higher learning in Kenya offer courses in French either as a main subject or as a support subject. However, the teaching/learning of this language has not been without challenges. The main objective of this paper was to examine the programmes offered, how they are organized and their relevance to the teaching/learning of French as a foreign language. It also investigated the challenges and the new approaches that could enhance the teaching and learning of French in institutions of higher learning

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