Online Education and Engineering Students' Perception of Pedagogical Quality, in Learning the Process Control Course with MATLAB

The objective of this article is describe the results obtained from the evaluation of perception in engineering students, regarding pedagogical quality, in the context of online education; during the learning process of the process control course with Matlab. When developing the research, it was determined with respect to the answers capacity factor, that the indicators that present a better perception are "When presenting an observation about the development of the subject, the teacher responds to it appropriately" and "When you have any question or concern, the teacher answers your query quickly”, which have a total agreement of 82.4%. Regarding the Empathy factor, the indicator that presents a better perception is “The time in which the subject is taught is convenient for all students”, which presents a total compliance of 72.7%. Regarding the indicators that show the quality of the pedagogical service in general, it was determined that 75.7% perceive that teachers are always willing to help them and 81.8% perceives that teachers understand the specific academic needs of their students.

The Influence of Lesson Study Strategy on Teachers’s Pedagogical Quality in All State Madrasah Aliyah of Medan

The purpose of this study were : (1) to learn pedagogical strategies teachers who follow the guidance of teacher with lesson study and coaching strategies with MGMP convensional teacher, (2) to determine the interaction between teacher coaching strategies with lesson study and strategies with teacher guidance MGMP conventional and subjects the teachers’ pedagogic competence, (3) to find pedagogical english teacher who followed a strategy with teacher guidance conventional MGMP, (4) to learn pedagogical math teacher who followed a strategy of coaching teachers with pedagogical lesson study and mathematics teachers who follow the strategy with teacher guidance conventional MGMP. This study is quasi-experimental research. The number of samples were 60 teachers. The tecnique of determining the sample is done by random sampling. Research hypptheses were tested using Anova 2 ways used before Anova first tested the data analysis requirements of the test for normality of data using Lillieofors test, and homogeneity of variance using the test Bartlet.

De ethiek van het onderwijzersberoep rond 1900

The ethics of the teaching profession around 1900 Around 1900, lively discussions arose on the teaching profession and its ethics, in remarkable simularity to actual discussions on this subject. Was the best education to be seen as moral education, whether and how in combination with the cognitive basics; and on the outcome of that, what kind of teacher qualities were to be required, and how to be developed? Disputes hereon were mixed with the pressing question: must pedagogical quality be defined and prescribed by scientific reasoning, or by teachers themselves on their own terms and insights? This article compares three positions in these discussions, traced in then influential pedagogical journals: Herbart-followers, as defenders of science based teacher quality; their fierce adversaries in the upcoming teacher union, led by Theo Thijssen; and educational reformers striving for nuanced or deliberatly doubting viewpoints on all this. This third position was favoured by Jan Ligthart and other authors in the journal he drifted. Interestingly, all parties declared the teachers personality of the uppermost importance for educational quality. In Thijssens circle however, this personality was depicted as a real male, autonomously leading his classroom without ethical fuss. While around Ligthart, good teachership sprang from the capacity to empathize with pupils – including their unwillingness to be educated – but enriched by self-insight in ones own personal development, with the inevitable conflicts and doubts thereabouts. This perspective, gradually growing in Ligtharts writings, was otherwise mostly expressed by female authors. The article leads to persistently awkward discussion points, including gender questions, regarding the teaching profession.

Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

Open educational resources (OER) can contribute to democratize education by providing effective learning experiences with lower costs. Nevertheless, the massive amount of resources currently available in OER repositories makes it difficult for teachers and learners to find relevant and high-quality content, which is hindering OER use and adoption. Recommender systems that use data related to the pedagogical quality of the OER can help to overcome this problem. However, studies analyzing the usefulness of these data for generating OER recommendations are very limited and inconclusive. This article examines the usefulness of using pedagogical quality scores for generating OER recommendations in OER repositories by means of a user study that compares the following four different recommendation approaches: a traditional content-based recommendation technique, a quality-based non-personalized recommendation technique, a hybrid approach that combines the two previous techniques, and random recommendations. This user study involved 53 participants and 400 OER whose quality was evaluated by reviewers using the Learning Object Review Instrument (LORI). The main finding of this study is that pedagogical quality scores can enhance traditional content-based OER recommender systems by allowing them to recommend OER with more quality without detriment to relevance.