Development and Implementation of a Web-Based Advanced Teaching Experience

2005 ◽  
Vol 69 (2) ◽  
pp. 22
Author(s):  
Maria C. Pruchnicki ◽  
Marialice S. Bennett ◽  
Julie E. Legg ◽  
Dennis Mungall
Keyword(s):  
Teaching Experience ◽  
Web Based ◽  
Advanced Teaching

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

Some Experiences of E-Learning in the Moodle E-Learning Environment

2011 ◽  
pp. 307-312
Author(s):  
Virve Siirak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Constructivist Learning Theory ◽  
Web Based ◽  
University Of Technology ◽  
E Learning ◽  
Methods Of Learning ◽  
Social Constructivist Learning

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.

scholarly journals An Electronic Collaborative Learning Environment for Standardized Tests

2021 ◽  
Vol 19 (3) ◽  
pp. 90-106
Author(s):  
Sultan Alyahya ◽  
Asma Aldausari
Keyword(s):  
Saudi Arabia ◽  
Collaborative Learning ◽  
Standardized Tests ◽  
Teaching Experience ◽  
Social Dimensions ◽  
Web Based ◽  
History Of ◽  
Computer Based ◽  
Collaborative Learning Environment ◽  
Stage 1

The National Center for Measurement (Qiyas) was established for the purpose of conducting standardized tests in Saudi Arabia. The center has developed multiple Qiyas tests such as the General Aptitude Test (GAT) and the Scholastic Achievement Admission Test (SAAT).  Qiyas tests are used as a pre-requisite requirement for applying to universities and to certain kinds of jobs in Saudi Arabia. Currently, students use traditional methods to prepare for these tests, e.g., studying from books and searching for available learning resources on the internet. These web-based resources are mostly static and only have general guidelines about the tests and a history of available test samples. This research proposes a computer-based collaborative learning (CL) environment that helps support learners during their preparation for the Qiyas tests. A four-stage approach is used in this research: (1) an intensive review of 30 CL platforms is carried out to investigate the available features, (2) two workshops are conducted to evaluate the appropriateness of the features identified in Stage 1 as well as to investigate what other features would be appropriate for Qiyas tests, (3) a CL platform is developed for Qiyas tests for a total of 21 features, (4) and, lastly, the platform is evaluated using two methods, in-depth interviews with experts and an empirical study with instructors and learners. The results show that the platform helps support learners in the participative, cognitive, interactive, and social dimensions of the learning processes. The results also help instructors promote the teaching experience.

Web-Based Simulations for the Training of Mathematics Teachers

2013 ◽  
pp. 308-340 ◽  
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Katerina Mavrou
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Web Based ◽  
Learning Contexts ◽  
Virtual Field ◽  
Technological Developments ◽  
Digital Simulations

A crucial step in learning to fly an airplane is to use a simulator, where the risks are minimized or even eliminated, and similar problems and hazards can be replayed and reflected upon time after time. A key aspect of this case study is to exploit such techniques by adopting the latest technological developments in simulating teaching practice to give pre-service teachers more “teaching” experience than would otherwise be practical or possible in typical student teaching placements. The case study explores the affordances offered by digital simulations for contextualizing pre-service teachers’ learning of mathematics content and its pedagogy. Using the simulated classroom SimSchool as a virtual field experience, the authors seek to bridge the classic gap between teacher preparation and practice by creating reality-based learning contexts that strengthen pre-service teachers’ appreciation of how to implement standard-based mathematics instruction in complex classrooms.

scholarly journals E-Learning in the Linguistic Disciplines Teaching: the Experience of Remote and Full-Time Learning

2021 ◽  
Vol 110 ◽  
pp. 03004
Author(s):  
Tatiana Isaeva
Keyword(s):  
Teaching Experience ◽  
Full Time ◽  
Learning Methods ◽  
Online Learning Communities ◽  
Face To Face ◽  
University Teachers ◽  
Empirical Survey ◽  
Teachers And Students ◽  
E Learning ◽  
Advanced Teaching

The period of forced remote learning has deepened university teachers’ and students’ experience in e-learning and developed a number of abilities, including ITC-competence and possession of various e-learning methods. This valuable experience should be used after resuming of full-time or face-to-face (F2F) learning in the universities. The purpose of the article is to determine the most promising areas of using e-learning in the linguistic disciplines teaching based on the analysis of the advanced teaching experience during the pandemic and after the resumption of traditional full-time education. Using the methods of theoretical analysis of the scientific works published within the period February 2020 – February 2021 and empirical study among Russian university teachers and students, the most efficient and promising areas of e-learning in the linguistic disciplines teaching were singled out. These areas include the use of the efficient e-learning methods and creation of lasting online learning communities. At the same time the empirical survey showed one more important area of research, namely, the characteristics of the teacher’s speech in distance education. In the result, the author suggests some ideas to preserve the valuable obtained teaching experience and to use it in both forms of learning: distance and F2F.

scholarly journals Teaching distribution planning: a problem-based learning approach

2016 ◽  
Vol 27 (2) ◽  
pp. 377-394 ◽  
Author(s):  
Alex Grasas ◽  
Helena Ramalhinho
Keyword(s):  
Vehicle Routing ◽  
Design Methodology ◽  
Problem Based Learning ◽  
Teaching Experience ◽  
Theoretical Background ◽  
Web Based ◽  
Distribution Planning ◽  
Content Type ◽  
Transferable Skills ◽  
Teaching Guide

Purpose – The purpose of this paper is to present a problem-based learning (PBL) activity that uses a decision support system (DSS) to teach one of the most fundamental topics in distribution planning: vehicle routing. Design/methodology/approach – The authors describe their teaching experience in a logistics and supply chain management (LSCM) course. In the PBL activity proposed, students need to solve a typical vehicle routing case with no previous theoretical background taught. The paper is written as a teaching guide for other instructors, detailing how the activity may be carried out in class. Findings – The PBL activity involved students from the very beginning, challenging them to solve a rather complicated problem. Its acceptance was very positive according to the student feedback survey conducted after the activity. Only when struggling with the difficulties of the case proposed, did students really appreciate the potential value of a DSS for making better decisions. Moreover, this activity raised concerns about how DSSs must be adapted for implementation in every business scenario. Originality/value – Teaching logistics management goes beyond lecturing on elemental concepts and tools; it is also about applying this knowledge to manage things. Although several PBL initiatives have been reported to be successful in the field of LSCM, this one incorporates a web-based DSS. The main issue in PBL activities is finding authentic and representative problems to develop transferable skills, and currently most logistics problems are solved using DSS.

scholarly journals Historical context of leading trends of development of organizational and pedagogical foundations of methodical work in preschool educational establishments of Ukraine

2020 ◽  
Keyword(s):  
Historical Context ◽  
Preschool Education ◽  
Teaching Experience ◽  
Theoretical Development ◽  
Creative Activity ◽  
The Past ◽  
Development Manager ◽  
Scientific Achievements ◽  
Advanced Teaching ◽  
Stimulation Of

In the article reflects the results of historiographical analysis of organizational and pedagogical foundations of methodical work in preschool educational establishments of Ukraine during of 1984 to 1990. Proved that in this period in preschool education establishments there was a theoretical and creative reinterpretation of the reorganization of the foundations of methodical work. Кey positions in updating of methodical work were humanizing and democratization of forms and methods of work with pedagogical shots. The study of practical activity of child’s institutions convinced, that in the studied period was used as traditional forms of organization of methodical work (teaching tips, seminars, interviews), and wide introduction got active forms (role play, pedagogical auctions, etc.). It is analysed, that all forms of methodical work in a certain period it was proposed to send to the stimulation of the search of creative activity of teachers, the implementation of advanced scientific achievements, advanced teaching experience. Found that based on the theoretical development, manager together with a senior educator sent main efforts to the grant of methodical help and realization of various forms of pedagogical control (frontal, preventive, thematic). Were rethought the role and functions of the control, which now was not to identify gaps, but also in their prevention. In a marked period much attention spared to methodical preparation of young teachers. The historiographical analysis of the studied problem allows summarize the past experience for the further organization development of the methodological work in the modern preschool educational establishments of Ukraine.

Web-Based Simulations for the Training of Mathematics Teachers

2015 ◽  
pp. 437-460
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Katerina Mavrou
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Web Based ◽  
Learning Contexts ◽  
Virtual Field ◽  
Technological Developments ◽  
Digital Simulations

A crucial step in learning to fly an airplane is to use a simulator, where the risks are minimized or even eliminated, and similar problems and hazards can be replayed and reflected upon time after time. A key aspect of this case study is to exploit such techniques by adopting the latest technological developments in simulating teaching practice to give pre-service teachers more “teaching” experience than would otherwise be practical or possible in typical student teaching placements. The case study explores the affordances offered by digital simulations for contextualizing pre-service teachers' learning of mathematics content and its pedagogy. Using the simulated classroom SimSchool as a virtual field experience, the authors seek to bridge the classic gap between teacher preparation and practice by creating reality-based learning contexts that strengthen pre-service teachers' appreciation of how to implement standard-based mathematics instruction in complex classrooms.

scholarly journals Significant Learning In University Students From The Area Of Financial Accounting Through The Use Of A WebQuest

2014 ◽  
Vol 10 (1.5) ◽  
pp. 83-88
Author(s):  
Adelaida Ciudad-Gomez ◽  
Jesus Valverde-Berrocoso
Keyword(s):  
Higher Education ◽  
Teaching Experience ◽  
Communication Technologies ◽  
Assessment Model ◽  
Financial Accounting ◽  
Skills Assessment ◽  
Web Based ◽  
European Higher Education ◽  
University Level ◽  
University Setting

The use of Information & Communication Technologies and active learning methodologies are among the main challenges faced at university level in the new European Higher Education Area (EHEA), which promotes a learning process in which the student becomes a proactive subject in their own education.One of these methodologies is what is known as a WebQuest, a system that allows to integrate ICT in web-based research and problem-solving activities, thereby fostering collaborative work.The purpose of this project was to describe a teaching experience on the use of WebQuest in a university setting, in the field of Financial Accounting and as part of a training and skills-assessment model known as MANagement of COMpetence in the areas of Accounting (MANCOMA).

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