scholarly journals The Inadequacy of academic environment contributes to inadequate teaching and learning phenomena

2014 ◽  
Vol 9 (5) ◽  
pp. 141-145
Author(s):  
Qasim Shahla ◽  
Shahbaz Arif Muhammad
Keyword(s):  
Teaching And Learning ◽  
Academic Environment

scholarly journals Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire

2021 ◽  
Vol 6 (2) ◽  
pp. 196-203
Author(s):  
Iu. O. Pavlova ◽  
◽  
K. A. Tymruk-Skoropad ◽  
L. M. Tsizh
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Educational Process ◽  
Physical Culture ◽  
Academic Environment ◽  
Confirmatory Factor Analyses ◽  
Quality Of Higher Education

The problem of ensuring the quality of higher education and the formation of a culture of quality causes a significant interest. That determines the practice of collecting, analyzing, and taking into account information about the academic environment, requires identifying and constantly monitoring of factors that affect the effectiveness of curricula, and determines student success. To better monitor the effectiveness of the proposed approaches, keep up with emerging challenges, and adjust decisions, it is necessary to develop special tools to study participants’ opinions of the educational process. Such tools should have sufficient validity and meet current trends and approaches. The purpose of the study was to check the internal structure and validate the Ukrainian version of the content part “Experiences of teaching and learning” of the ETLQ tool. Materials and methods. The study involved students (n = 632, 59.81 % were women; age (M±SE) – 21.5±0.2 years old) of Ivan Boberskyj Lviv State University of Physical Culture, who studied in the specialty 227 “Physical therapy, occupational therapy”. Data collection was conducted during the 2019/2020 and 2020/2021 academic years upon completing mandatory special subjects. The convergent, discriminant, and criterion validity of the “Experiences of teaching and learning” part of the ETLQ tool were evaluated. Exploratory and confirmatory factor analyses were used in the research; α-Cronbach values, composite reliability coefficient, and average extracted variance were calculated. Results and discussion. Based on the results of the work, a modified version of the questionnaire was proposed, which contained 29 questions and had a sufficient level of validity. The final model consisted of four factors, which explained 51.353% of the total variance (the first factor – 39.339 %, the second – 5.224 %, the third – 4.281 %, the fourth – 2.509 %). The model was characterized by satisfactory indices: χ² / df (920/344) = 2.67, CFI = 0.923, TLI = 0.935, RMSEA = 0.055, SRMR = 0.058. Based on the validation results, a modified Ukrainian version of the questionnaire “Experiences of teaching and learning” was proposed, which is one of the content parts of the ETLQ tool. It consists of separate scales “Organization and structure,” “Teaching, learning, assessments and other set work”, “Teachers’ enthusiasm and responsiveness to students”, “Climate and support from peers”. The proposed questionnaire has sufficient validity to assess the quality of the academic environment, the effectiveness of specialists’ educational process in physical therapy, occupational therapy, and physical culture and sports

scholarly journals Students’ evaluation of using Google Classroom in project-based learning in faculty of English, Hanoi National University of Education

2019 ◽  
Vol 3 (2) ◽  
pp. 40-44
Author(s):  
Giang Thi Kieu Nguyen ◽  
Huong Thi Dinh
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Academic Environment ◽  
Advantages And Disadvantages ◽  
The Past ◽  
School Subjects ◽  
National University ◽  
Almost All

Traditional classroom has so far been a common place for learning almost all school subjects and courses of different fields. In language teaching and learning within the 21st century context, the use of Google Classroom is not new, so is the research on the benefits and barriers of this virtual academic place. Being used as a supportive device for teaching and learning in several subjects over the past semesters, “Google Classroom” has become a familiar term among English majors in the Faculty of English, Hanoi National University of Education. This proposed study will explore the applications of this virtual academic environment in project-based learning, focusing on investigating students’ perspectives on its advantages and disadvantages, as well as their expectations and suggestions for an optimal use.

scholarly journals Vietnamese International Students' Experiences in a New Zealand University: A Narrative Study

2021 ◽  
Author(s):  
◽  
Ha Thuong Vu
Keyword(s):  
New Zealand ◽  
International Students ◽  
Teaching And Learning ◽  
Positioning Theory ◽  
Academic Environment ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Narrative Study ◽  
Directed Learning ◽  
Field Notes

<p>This narrative study explored the adjustment experiences of six Vietnamese international students at Victoria University of Wellington, New Zealand. Data for the study were based on two sources; in-depth interviewing and the researcher's field notes. Each of participants was interviewed twice on their adjustment experiences in New Zealand. Thematic analysis was applied to their stories and positioning theory provided a theoretical lens to further analyze and interpret the participants' stories.  The findings of the study indicated that the participants experienced many new and different things. Most experienced a stressful academic environment during their first few weeks but they felt better as time passed. The most common challenges they faced related to language issues. Difficulties came from differences between cultures with a mismatch between the participants' previous learning experiences and teaching and learning in the new environment. The participants felt stressed by the amount of self-directed learning expected. These challenges brought benefits such as becoming independent and self- regulated learners. After one trimester one participant had happily adapted and thought of a future life in New Zealand. Three participants had gradually adapted and come to enjoy their new life Two of the six students were clear that they did not belong in New Zealand and wanted to finish their degree and then go back to Vietnam.  The study concluded that the participants had diverse difficulties studying and living in New Zealand, mostly related to the different academic environment, language and culture. The participants used various coping strategies to deal with their challenges in the new environment and the main source of their support was from friends and families.</p>

Impact of Social Network Media Performance in Academic Environment

2019 ◽  
Vol 9 (S1) ◽  
pp. 64-67
Author(s):  
R. Sebastiyan ◽  
V. Rameshbabu
Keyword(s):  
Social Network ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Survey Method ◽  
The Internet ◽  
Academic Environment ◽  
The Social ◽  
Network Media ◽  
The Everyday

Since the tremendous growth of the internet, the social networking media have become an essential part in the everyday life of academic people. This study tries to find and fill the gap between the teaching and learning in the academic culture of engineering institution by selecting the best social network media to promote and develop online quality content of educational resources. This kind of study pulse the mentality of academic student in private engineering institution through structural questionnaire survey method have been taken and made the best situation solution. The study recommends that academic students should record scholarly accomplishment of gigantic against successive accessing social network media.

Implementation Framework for BIM Methodology in the Bachelor Degree of Architecture

2017 ◽  
Vol 6 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Jose Jurado ◽  
Oscar Liebana Carrasco ◽  
Jose Agullo de Rueda
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Academic Environment ◽  
Research Projects ◽  
Experimental Phase ◽  
Implementation Framework ◽  
Teaching Activities ◽  
Integrated Project ◽  
Transposable Data

BIM concepts and workflows offer an unquestionable potential in the academic environment as contributory teaching methodology, so to improve the over-all teaching and learning process in the degree. Therefore, it must certainly develop an optimised implementation format to successfully undertake the challenge of proving capable to adapt to current academic formats and resources. In the Bachelor´s Degree of Architecture at UEM a framework of implementation of BIM methodology has been configured in a first experimental phase with valuable and transposable data. The implementation framework pivots on four main focuses: delimited teaching activities in conventional subjects, integrated project development in interdisciplinary workshops, extracurricular tools training and finally specific postgraduate programs and research projects. This exhaustive arrangement of academic formats outlines a global framework to achieve the highly diverse requirements of a gradual implementation, crystallizing in a coherent and synergic learn flow.

The Influence of Twitter on the Academic Environment

2013 ◽  
pp. 293-307 ◽  
Author(s):  
Martin Ebner
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Academic Life ◽  
Academic Environment ◽  
Daily Lives ◽  
Academic Context ◽  
Academic Environments ◽  
Social Communities ◽  
Short Overview ◽  
Insight Into

In the last few years, microblogging has become a phenomenon of our daily lives. Communicating, sharing media files, as well as acting on digital social communities platforms using mobile devices assist our everyday activities in a complete new way. Therefore, it is very reasonable that academic environments are influenced arbitrarily too. In this publication, different settings for the use of microblogging are pointed out – for teaching and learning as well as for further scientific purposes such as professional conferences. It can be summarized that there are different possibilities to use microblogging in an academic context; each of them are new advantages for the academic life. The publication gives a short overview and a first insight into the various ways to use microblogging.

Going Out on a Limb

2013 ◽  
pp. 186-205
Author(s):  
Jayne L. Violette ◽  
Christopher S. Daniel ◽  
Eric B. Meiners ◽  
Jennifer L. Fairchild
Keyword(s):  
Instructional Design ◽  
21St Century ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Instructional Communication ◽  
Academic Environment ◽  
Collaborative Model ◽  
Eastern Kentucky ◽  
Staff Members ◽  
Eastern Kentucky University

Faculty and professional staff members engaged in the development, implementation, and practice of the L.E.A.F. Model of Teaching and Learning at Eastern Kentucky University in the campus’ Incubator Classroom are working to define the qualities of “the ideal classroom” with the goal of addressing optimum and innovative student learning experiences. The L.E.A.F. Model, an acronym coined by Sweet & Blythe (2010), represents what is theoretically the “Learning Environment for Academia’s Future,” weaving together current research from education, instructional design, instructional communication, technology, and pedagogy to challenge outdated compartmentalized thinking about what it means to be a teacher in the 21st century. This case therefore represents a unique cross-disciplinary approach to the invention and use of “space” to accommodate this collaborative model while recognizing the complexities of teaching and learning in a fast-changing academic environment.

The Issues of Digital Natives and Tourists

2013 ◽  
pp. 1384-1401 ◽  
Author(s):  
Nwachukwu Prince Ololube ◽  
Samuel Amaele ◽  
Peter James Kpolovie ◽  
Daniel Elemchukwu Egbezor
Keyword(s):  
Teaching And Learning ◽  
Demographic Variable ◽  
Academic Staff ◽  
Developed Countries ◽  
Faculty Members ◽  
Academic Environment ◽  
Technology In The Classroom ◽  
Policy Makers ◽  
Scholarly Discourse ◽  
Nigerian Students

Frequently it is presumed that Nigerian students and faculties have been unable to find effective ways to use technology in the classroom and other aspects of their teaching and learning. Yet, considerable debate remains over the most efficient techniques and procedures to measure students and faculties IT/IS use. In most developing countries, the challenges associated with carrying out IT/IS measurements are different from those in developed countries, as are the methods for selecting appropriate IT/IS contents. The thrust of this chapter is to examine IT/S contents with a view to analyse their meaning and impact on educational offerings. This study gathered data using a five item demographic variable and a fifty item questionnaire to measure student and faculty academic IT/IS use in two universities in Nigeria. This study is based on the 191 responses received to the questionnaire. The results reveal significant differences between the academic use of IT/IS by students and faculty members. This groundbreaking study recommends that universities become valuable and proactive actors in the provision of technology based learning, teaching and research for students and academic staff so as to foster an effective academic environment aimed at meeting MDG education goals. This scholarly discourse has implication for researchers, education practitioners, planners, policy makers and government.

scholarly journals Vietnamese International Students' Experiences in a New Zealand University: A Narrative Study

2021 ◽  
Author(s):  
◽  
Ha Thuong Vu
Keyword(s):  
New Zealand ◽  
International Students ◽  
Teaching And Learning ◽  
Positioning Theory ◽  
Academic Environment ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Narrative Study ◽  
Directed Learning ◽  
Field Notes

<p>This narrative study explored the adjustment experiences of six Vietnamese international students at Victoria University of Wellington, New Zealand. Data for the study were based on two sources; in-depth interviewing and the researcher's field notes. Each of participants was interviewed twice on their adjustment experiences in New Zealand. Thematic analysis was applied to their stories and positioning theory provided a theoretical lens to further analyze and interpret the participants' stories.  The findings of the study indicated that the participants experienced many new and different things. Most experienced a stressful academic environment during their first few weeks but they felt better as time passed. The most common challenges they faced related to language issues. Difficulties came from differences between cultures with a mismatch between the participants' previous learning experiences and teaching and learning in the new environment. The participants felt stressed by the amount of self-directed learning expected. These challenges brought benefits such as becoming independent and self- regulated learners. After one trimester one participant had happily adapted and thought of a future life in New Zealand. Three participants had gradually adapted and come to enjoy their new life Two of the six students were clear that they did not belong in New Zealand and wanted to finish their degree and then go back to Vietnam.  The study concluded that the participants had diverse difficulties studying and living in New Zealand, mostly related to the different academic environment, language and culture. The participants used various coping strategies to deal with their challenges in the new environment and the main source of their support was from friends and families.</p>

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