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1
Mandal, Sayantan. "Teaching in Indian Higher Education: Six Principles for Improvement." International Higher Education, no. 95 (September 11, 2018): 28. http://dx.doi.org/10.6017/ihe.2018.95.10694.
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While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.
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Mandal, Sayantan. "Teaching in Indian Higher Education: Six Principles for Improvement." International Higher Education, no. 95 (September 11, 2018): 28–29. http://dx.doi.org/10.6017/ihe.2018.95.10730.
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While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.
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Aiken, Milam, Jeanette Martin, Mahesh Vanjani, and Randall Sexton. "Group Decision Support Systems in Higher Education." Journal of Educational Technology Systems 23, no. 1 (September 1994): 3–12. http://dx.doi.org/10.2190/7ehf-dbhv-c5g1-q3fe.
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A Group Decision Support System (GDSS) can be an effective tool in teaching groups of college students. This article describes a typical GDSS in use at the University of Mississippi and shows how the system can be used in teaching at the college level. A GDSS can enhance communication and learning in seminar, foreign language, and hearing-impaired classes. Teachers may interactively test their students with a GDSS and can present a lecture through the system. Moderate to large groups involved in exchanging comments or preferences experience more efficient and effective communication along with greater group satisfaction when using the system.
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Novianti, Nita. "BILDUNGSROMAN FOR CHARACTER EDUCATION IN HIGHER EDUCATION: AN INDONESIAN CONTEXT." International Journal of Education 9, no. 2 (February 24, 2017): 126. http://dx.doi.org/10.17509/ije.v9i2.5474.
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Considering the lack of research on character education in higher education, this paper proposes that Bildungsroman, a genre concerned with a protagonist’s development and education from childhood to adulthood, fits perfectly into the recent need of literary works for teaching character education in college. Employing literature review, this paper argues that Bildungsroman satisfies the major requirements for literary works for character education in college drawn from O’Sullivan (2004). Bildungsroman also provides a rich source for cultivation of character traits as stipulated by the Indonesian Department of National Education (2010). Furthermore, the general theme of self-development is highly appropriate to the nature of character education in higher education, namely as a continuation and consolidation of the character developed in college students’ previous education. It is expected that the present study will contribute to the teaching of character education through literature, although further studies are required in order to explore the effective teaching and learning techniques.
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Li, Nan, and Shulian Li. "The Effective Combination of College Psychological Counseling and College Students' Ideological and Political Education." Lifelong Education 9, no. 5 (August 2, 2020): 209. http://dx.doi.org/10.18282/le.v9i5.1254.
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Since the bigenning of the 21st century, China’s society and economy have profoundly developing toward an increasing comprehensive direction, which contributes to higher requirements for talented persons. More demands on China's education, especially the higher education, has been put forwarded due to the failure to satisfy the development of society with literacy requirement. In the past education in colleges and universities in China, the teaching ideas of schools and teachers have been influenced by traditional teaching concepts. The education for students is mainly based on basic theoretical knowledge. Besides, there aren’t too much attention to be paid on students’ psychological construction and ideological and political education. Colleges and universities have not made substantial progress in the teaching of ideological and political courses on students' psychological construction, resulting in incomplete problems in the development of students and the inability to train comprehensive talented persons for the society. Therefore, in order to promote the comprehensive development of students, colleges and universities need an effective combination of psychological counseling and students' ideological and political education for professional knowledge, excellent psychological qualities, noble ideological and moral qualities. They will promote the comprehensive development of college students and cultivate more high-quality talents for the development of society.
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Qi, Lin. "Cultivation and Improvement of Students’ English Reading Ability in Higher Vocational Colleges." Lifelong Education 9, no. 6 (September 28, 2020): 130. http://dx.doi.org/10.18282/le.v9i6.1321.
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With the effective implementation of quality education, the teaching reform is accelerating, and the cultivation of comprehensive literacy abilities of vocational college students has become the focus of teaching. Therefore, vocational English teaching pays more attention to improve students’ reading ability. Based on the actual teaching practice, this article analyzes the current situation of English reading learning for vocational students and discusses countermeasures of improving students’ English reading ability, hoping to give certain enlightenment on promoting the overall quality of vocational English teaching.
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Roettger, C., L. O. Roettger, and F. Walugembe. "Teaching: more than just lecturing." Journal of University Teaching and Learning Practice 4, no. 2 (April 1, 2007): 65–80. http://dx.doi.org/10.53761/1.4.2.6.
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This study focused on effective teaching strategies for university professors. The researchers studied the relationship between teaching effectiveness and the dynamics of student demographics. An examination of the changes in the composition of the college population over the last few decades, based on statistical data, as well as an overview of theories of teaching and learning published in professional books and journals in both K-12 and Higher Education, provided the framework for an assessment of the effectiveness of various approaches to teaching. The final recommendations are based on the conclusions resulting from a comprehensive analysis of various research studies.
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Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.
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Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
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Jiang, He, and Yonghui Cao. "The construction of undergraduate higher education quality evaluation system to promote the sustainable development of Higher Education." E3S Web of Conferences 251 (2021): 02080. http://dx.doi.org/10.1051/e3sconf/202125102080.
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The effective supply of higher education is important to cultivate innovative talents and improve the quality of higher education. In the new era, China’s colleges and universities put forward to improve the quality of higher education as the goal, reasonable allocation of higher education supply resources and effectively promote the healthy development of higher education. Based on this, this paper takes the supply of higher education as the starting point, and constructs the evaluation index system of higher education supply based on the government, society and universities. It also improved the evaluation criteria for the school running standards, teaching quality, teaching staff and teaching achievements of higher education. So this paper has certain theoretical and practical significance to promote the effective supply of higher education and improve the quality of higher education supply.
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Cunningham, Shelly. "Who Gets to Chew the Cracker? Engaging the Student in Learning in Higher Education." Christian Education Journal: Research on Educational Ministry 2, no. 2 (November 2005): 302–18. http://dx.doi.org/10.1177/073989130500200206.
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Masterful professors not only grow in knowledge of their discipline, they also grow in sharpening their teaching skill. This article examines effective teaching and learning in the higher education context. More specifically, it looks at how effective pedagogy aims to see the student fully engaged in the learning process. It explores what it means to engage the college student in learning, why it is important, and several strategies to facilitate engagement in learning. Really, in its simplest form, it is all about who gets to chew the cracker!
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Harris, Victor William, and Heidi Harris. "Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education." World Journal of Education 10, no. 2 (April 20, 2020): 141. http://dx.doi.org/10.5430/wje.v10n2p141.
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Using their cross-disciplinary review of Ideas that Work in College Teaching, the authors explore the pedagogical commonalities of fifteen higher education instructors from SUNY Potsdam (State University of New York at Potsdam) in an attempt to reveal the secrets of teaching success across thirteen academic disciplines—math, computer science, geology, modern languages, political science, philosophy, history, biology, psychology, sociology, physics, and art. While the specific instructional disciplines varied considerably in the content that was both studied and presented, the authors found that the principles of effective teaching were quite similar across each of these disciplines. The insights shared by these fifteen accomplished instructors provide pedagogical wisdom that all teachers can learn from regardless of context or developmental age and stage of student capability and competence. Common goals and principles associated with effective teaching in higher education are highlighted using specific examples from individual authors where appropriate. A new model of instruction is then introduced: Attention, Interact, Apply, Invite – Fact, Think, Feel, Do (AIAI-FTFD), as a potential start-to-finish approach to effective teaching in higher education. Implications for use of the model in both national and international higher education contexts are discussed.
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Guo, Zuhua, and Lixin Xu. "Study on the Integration Mode of Computer Network Technology and College English Curriculum." International Journal of Emerging Technologies in Learning (iJET) 11, no. 08 (September 1, 2016): 40. http://dx.doi.org/10.3991/ijet.v11i08.6046.
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Teachers suffer from educating while students struggle with examination. College English teaching is too time-consuming and inefficient. These have been topics of concern and interest in the reform of college English teaching and learning in China. With the large expansion of the number of universities, the shortage of teaching resources has reached a bottleneck of the quality improvement of higher education in China. In the face of such a dilemma, the integration of computer network technology and curriculum teaching and the realization of the efficient integration of limited resources are an effective way to solve the pressing challenge. In this paper, the problems and advantages of the integrated mode of computer network technology and college English curriculum are discussed.
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Zhang, Ying. "College Aerobics Curriculum System Construction in Perspective of Systems Theory." Advanced Materials Research 989-994 (July 2014): 5078–81. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5078.
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The physical education curriculum is an important part of the school curriculum system, is to achieve the goal of school physical education, quality education, promoting students to adapt to society, students complete an effective way to cultivate individuality. In this study, aerobics as the college physical education curriculum reform and the practice object, on the base of the comprehensive analysis the development status, according to “National College of Physical Education Curriculum Guidelines” spirit, combining with the college aerobics teaching characteristics and rules, system theory is curriculum ideas, from the target system of aerobics courses, teaching content, teaching form, teaching methods, curriculum evaluation, and other aspects, to construct the aerobics curriculum system of higher education. Effectively cultivate student's sports consciousness, physical ability and innovation capabilities, to meet the needs of the student physical and mental health, and lay a solid foundation for lifelong physical reserves.
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Li, Jianxiang. "The Analysis on the Way of Integrating the Ideological and Political Education into the Teaching Mode of Higher Mathematics Courses." Lifelong Education 9, no. 4 (July 22, 2020): 124. http://dx.doi.org/10.18282/le.v9i4.935.
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Under the background of quality education, it not only emphasizes training more professional and technical talents, improving their knowledge and practical skills, but also paying attention to the moral, intellectual, physical, aesthetic and labor aspects to improve the overall quality of college students. Therefore, the integration of ideological and political courses into relevant courses of teaching practice is an issue that is being actively explored and practiced in colleges and universities at present. In terms of the integration of the ideological and political education and higher mathematics courses, it is also of great significance. This paper mainly introduces the positive function of the integration of the ideological and political education into higher mathematics courses and explores the effective countermeasures of the integration of the ideological and political education into higher mathematics teaching.
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Wu, Baoquan. "Research on the Evaluation Index System and the Grey Clustering Analysis Model of Teaching Quality of Physical Education in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 10, no. 8 (December 14, 2015): 59. http://dx.doi.org/10.3991/ijet.v10i8.5281.
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Teaching quality evaluation of physical education usually involves multiple influence factors with grey and uncertain information. This brings about limitations to effective evaluation of teaching quality of physical education in colleges and universities. Thus, this paper draws merits from previous research and proposes a teaching quality evaluation system and model of physical education in colleges and universities. First, based on real situations, grey categories of evaluation state for physical education teaching quality are established. The definite weighted functions of grey category of evaluation state are confirmed. Specific steps of the teaching quality evaluation model based on grey clustering analysis are accounted for. Finally, a case study is introduced to verify the model. This model enlightens a new way to evaluate teaching quality of physical education in colleges and universities.
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Shen, Yajie. "Talking about the Problems of Hierarchical Teaching in Higher Vocational English and Its Solutions." Advances in Higher Education 3, no. 4 (December 19, 2019): 82. http://dx.doi.org/10.18686/ahe.v3i4.1543.
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<p>With the continuous deepening of education reform, the education department has put forward higher requirements for higher vocational education. Higher vocational colleges and universities can not only cultivate professional technical talents, but also cultivate applicable talents in many aspects. At present, the students come from different places with different education background in the colleges and universities. In the process of English teaching, teachers should implement stratified teaching to further improve the quality of English teaching. This paper discusses the problems and countermeasures of stratified teaching in higher vocational English, analyzes the problems existing , and proposes effective solutions.</p>
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Wang, Shuxin. "Genetic Algorithm and BP Neural Network for College Physical Education Teaching Evaluation." Scientific Programming 2021 (May 31, 2021): 1–7. http://dx.doi.org/10.1155/2021/9921960.
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Physical education is considered as the essential part of health plan and also reflects the higher education system. A teacher with physical education is accountable to teach physical education and/or health education to the students. This study has proposed a new approach for teaching evaluation with college physical education in universities. By combining neural network with genetic algorithm (GA), the approach that we proposed can improve the general traditional BP network, such as global convergence and training time. The model uses MATLAB software for empirical research work. According to MATLAB simulation and experiments, it was revealed that the combining neural network with GA algorithm has effective application prospects for the teaching evaluation with college physical education in universities.
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Njoku, Anuli. "Learner-Centered Teaching to Educate College Students about Rural Health Disparities." Journal of University Teaching and Learning Practice 16, no. 5 (December 1, 2019): 69–85. http://dx.doi.org/10.53761/1.16.5.6.
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Geographically, rural U.S. communities have higher rates of disease and health problems, compared to urban areas. This encourages development of effective, learner-centred curricula to enable students to address disparate health outcomes as future health professionals. This three-year study evaluated the effect of an undergraduate rural public health course on health disparities-related perceptions among students at a rural Midwestern U.S. university. Students reported statistically significant increases in mean scores for several survey items pre- to post-survey. Post-survey response rate was 90%. This paper details the processes, outcomes, and lessons learned from incorporating learner-centred strategies to teach health disparities material in a rural public health course.
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Neng, Luo. "PRACTICE AND THINKING OF MODERN APPRENTICESHIP SYSTEM IN HIGHER VOCATIONAL COLLEGES." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 488–92. http://dx.doi.org/10.21474/ijar01/12318.
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The modern apprenticeship system is considered the most effective educational form to implement the training mode of school-enterprise cooperation and work-study combination. In 2015, 2017, and 2018, the Ministry of Education established three modern apprenticeship pilot unit batches. Chongqing Aerospace Vocational and Technical College is the first batch of modern apprenticeship pilot institutions of the Ministry of Education. Chongqing Aerospace Vocational and Technical College has made practical explorations in five aspects, such as the integration of enrollment and recruitment, the construction of the standard system, the construction of teaching resources, the reform of personnel training mode and the construction of management mechanism, and shared four pilot experiences: careful selection of pilot majors, careful selection of pilot enterprises, grasping the essential characteristics of modern apprenticeship and meeting the connotation requirements of modern apprenticeship in essential teaching documents.
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Klauke, Jonathan. "Getting medieval on education." Learning and Teaching 12, no. 2 (June 1, 2019): 68–88. http://dx.doi.org/10.3167/latiss.2019.120205.
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This article explores the historical importance of argument and self-learning within the structure of liberal arts education and how these can be applied to the design of university and community college general education classes to help students develop skills in effective communication, critical thinking and self-learning. Research in classical and medieval theories of education, the liberal arts and pedagogy are used to clarify the purpose of higher education (teaching students how to learn without the aid of a teacher) and explore historical and modern pedagogies designed to achieve that purpose. A case study from an introductory history course designed based on medieval pedagogies provides examples of implementing these pedagogies, as well as assessment from three years of teaching it in both community college and university classrooms.
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DeBard, Robert, and Stan Guidera. "Adapting Asynchronous Communication to Meet the Seven Principles of Effective Teaching." Journal of Educational Technology Systems 28, no. 3 (March 2000): 219–30. http://dx.doi.org/10.2190/w1u9-cb67-59w0-74lh.
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Two potentially conflicting forces are currently impacting higher education. On the one hand, there is the relentless advancement of educational technology as a means of delivering, enhancing, and otherwise becoming an integral part of the teaching-learning process. On the other, there is continuing concern over the economy and quality of education being provided to college students. We propose that asynchronous communication through the use of e-mail, course Web pages, and the Internet can be adapted in such a way as to not only meet the seven principles of effective teaching but to enhance student outcomes. Without sensitive adaptation, however, such computer technology can actually detract from the educational process. Research findings and the resulting strategies for successful implementation of asynchronous communication in the classroom will be provided.
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Vashishtha K, Baidwan S, and Puri N. "Comparison of two teaching aids: “PowerPoint and Chalkboard” in Undergraduate Anatomy Teaching." International Journal of Anatomy and Research 9, no. 2.3 (June 5, 2021): 8001–7. http://dx.doi.org/10.16965/ijar.2021.126.
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Objective: Teaching aids like chalkboard and power point (PPT) have commonly been used in anatomy teaching. With an increasing number of medical seats and introduction of competency-based curriculum, PPT is being preferred. The present study aimed at obtaining the views of medical students on these two teaching aids in learning Anatomy. Methods: It was a prospective, cross-sectional, questionnaire-based study conducted on medical students of First, second and final professional of a Government Medical College in North India. Students’ perception was assessed on the basis of a questionnaire in Likert scale. Likert scale 4 and 5 were considered favorable responses. McNemar’s test was used for statistical analysis. Results: The questionnaires were distributed to 420 students but 412 students participated in study. There were 164 males and 248 females. Students perceived that PPT offered significantly (p value <0.001) better visibility of lecture content, more clarity of the diagrams, structural relations and demonstration of applied aspects as compared to chalkboard. However, chalkboard was preferred over PPT by a significantly higher number of students (p value <0.001) as it enhances the ability to take notes and copy diagrams, develop better understanding of topic, provides better opportunity for student-teacher interaction, stimulates interest in the subject and enhances overall satisfaction and effectiveness of lecture delivery. Conclusion: The present study, based on students’ responses, highlights the areas of strength of chalkboard and PPT and provides a guide for the teachers for an integrated and appropriate use of both teaching aids for effective lecture delivery. KEY WORDS: Anatomy teaching, Lecture delivery, Chalkboard, Power Point, Medical education.
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Blackwell, Jennifer. "Expertise in applied studio teaching: Teachers working with multiple levels of learners." International Journal of Music Education 38, no. 2 (January 27, 2020): 283–98. http://dx.doi.org/10.1177/0255761419898312.
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One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were asked to provide commentary on what they deemed important to effective studio teaching. I examined video recordings of 18 lessons given by two applied teachers who had received formal recognition for outstanding teaching. Many of the observations in this study were consistent with previous findings; however, higher rates of low magnitude positive feedback and student errors that did not elicit stops were present. One element regarding physical proximity was added. The findings indicate important differences in the way these teachers approach students at different levels, particularly regarding side coaching during performance, teacher modeling, feedback, and correction of errors. Participants also emphasized the importance of rapport and positive relationships.
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Kiernan, Daniel A., and Christine Lotter. "Inquiry-Based Teaching in the College Classroom: The Nontraditional Student." American Biology Teacher 81, no. 7 (September 1, 2019): 479–84. http://dx.doi.org/10.1525/abt.2019.81.7.479.
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Science departments in higher education have been adjusting their curricula to include more inquiry-based instruction, and research on inquiry-based teaching at the collegiate level has been increasing. However, more data are needed regarding the effectiveness of inquiry-based pedagogy in improving students' conceptual understanding and attitudes toward science. The investigation described here was focused on nontraditional students taking non-science-major science courses. The goal was to compare students' attitudes toward science before and after taking an inquiry-based or a traditional science course. The hypothesis that the inquiry-based course would significantly generate a more positive attitude toward science was supported. Nontraditional students' perceptions of an effective science curriculum were also explored. Students' perceptions were very positive regarding inquiry-based learning; however, those who had not been previously taught through inquiry-based methods had reserved perceptions of this teaching approach. Regardless of the course they were enrolled in, students agreed overall that an effective science curriculum includes three common themes: connection, interaction, and application.
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Al-Issa, Ali S. M. "Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 209. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.209.
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Students’ expectations have seldom received any attention in English Language Teaching (ELT) education research in the Arab World in general and in Integrated Content and Language in Higher Education (ICLHE)/English Medium Instruction (EMI) English for Academic Purposes (EAP) in particular, despite their importance for policy and practice. This mixed-method study investigates the expectations of 50 students attending an ICLHE/EMI EAP course at College of Law, Sultan Qaboos University (SQU) in the Sultanate of Oman. The results have shown that the students had course materials and content and course pedagogy and design implementation expectations. The results have further revealed that the teacher played a key role in meeting his students’ expectations through his effective teaching. The findings have important implications for ICLHE/EMI policy implementation in other similar local, regional and global contexts. Keywords: Students’ expectations; English Language for Law (1); Integrated Content and Language in Higher Education/English Medium Instruction; English Language Teaching; College of Law
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Fan, Zongjian, and Lamei Lu. "Analysis on the Promotion Path of Teaching Competence of Tourism Vocational Education Teachers from the Perspective of Industry-Education Integration." Advances in Higher Education 3, no. 2 (October 10, 2019): 47. http://dx.doi.org/10.18686/ahe.v3i2.1409.
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<p>To improve the level of teaching skill and professional knowledge reserve of tourism teachers in higher vocational colleges, it is necessary to improve the teaching competence of tourism vocational education teachers from the perspective of industry-education integration. In addition, the significant improvement of teachers' teaching quality is related to the effective improvement of teaching ability, the development of teachers' professional quality, and the cultivation of students' professional quality and sustainable development ability. Based on the research perspective of industry-education integration, this paper analyzes the common problems existing in vocational education teaching of teachers in higher vocational colleges, and points out the specific ways to improve the competence of tourism vocational teachers, in order to provide scientific theoretical basis for the long-term development of tourism vocational education.</p>
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Kreiner, David S. "Guided Notes and Interactive Methods for Teaching with Videotapes." Teaching of Psychology 24, no. 3 (July 1997): 183–85. http://dx.doi.org/10.1207/s15328023top2403_6.
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Fifty-seven college students matched a videotape and then took a comprehension test. Participants in the control group watched without taking notes, those in the notes group took notes while watching, those in the guided notes group took notes on questions given in advance, and those in the interactive group orally replied to questions while watching. There was a significant effect of viewing method (p < .05). Comprehension was higher in the guided notes and interactive groups, and a significant interaction (p < .05) showed that this advantage occurred for implicit but not explicit questions. Videotape viewing methods that focus students on relevant concepts and encourage active participation appear to be most effective.
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Xu, Shu Ping. "Application of Imagery Training Method in College Table Tennis Elective Course." Applied Mechanics and Materials 440 (October 2013): 402–6. http://dx.doi.org/10.4028/www.scientific.net/amm.440.402.
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Reforming the teaching methods is an important task of the current education reform. The theory exploration and practice has a history of about 100 years and it is being recognized by the world. As an effective teaching and training method, and imagery training has become one of the psychological training methods in sports practice. In this paper, the author introduces the application of imagery training method in the college table tennis elective course and compares the effect of imagery training method and traditional teaching method. The results show that combining imagery training method and other teaching methods can make students obtain significantly higher score on both the bout quantity and the motion quality in the following two main techniques: forehand attack and backhand push-block. These results indicate that better teaching effects can be obtained by using the imagery training method in the teaching of college table tennis elective course. Thus, the author recommends that teachers attach enough importance to imagery training method and use it more often.
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Bates, Catherine Marie Fraser. "Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning." Collected Essays on Learning and Teaching 8 (June 12, 2015): 165. http://dx.doi.org/10.22329/celt.v8i0.4233.
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During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students.
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Pascarella, Ernest T., and Patrick T. Terenzini. "The Impact of College on Students: Myths, Rational Myths, and Some Other Things That May Not Be True." NACADA Journal 15, no. 2 (September 1, 1995): 26–33. http://dx.doi.org/10.12930/0271-9517-15.2.26.
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Academia clings to several myths about higher education and its effect on students. This article outlines 10 of these popular myths–myths about effective teaching styles, indicators of quality education, and the value of faculty research for undergraduate education, to name a few. The authors cite extensive research calling these myths into question and challenge readers to rethink assumptions about higher education.
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Pascarella, Ernest T., and Patrick T. Terenzini. "The Impact of College on Students: Myths, Rational Myths, and Some Other Things That May Not Be True." NACADA Journal 29, no. 1 (March 1, 2009): 90–97. http://dx.doi.org/10.12930/0271-9517-29.1.90.
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Academia clings to several myths about higher education and its effect on students. This article outlines 10 of these popular myths—myths about effective teaching styles, indicators of quality education, and the value of faculty research for undergraduate education, to name a few. The authors cite extensive research calling these myths into question and challenge readers to rethink assumptions about higher education.
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Alfraih, Mishari M., and Faisal S. Alanezi. "Accounting students’ perceptions of effective faculty attributes." Journal of International Education in Business 9, no. 2 (November 7, 2016): 123–42. http://dx.doi.org/10.1108/jieb-04-2016-0004.
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Purpose This study aims to explore the attributes of an effective accounting faculty from the student perspective. It also examines similarities and differences in the perceived importance of these attributes between bachelor’s and associate’s accounting degree students in two public higher education institutions in Kuwait, namely, Kuwait University (KU) and the Public Authority for Applied Education and Training (PAAET). Design/methodology/approach A questionnaire was developed to identify ideal accounting faculty attributes. It was administered to a sample of accounting students at the two institutions in the 2014-2015 academic year. Descriptive statistics were collected and independent samples t-tests were run. Findings The most highly ranked attributes related to instructor characteristics and class delivery. Significant differences were found between KU and PAAET students in the perceived importance of attributes. KU students ranked class preparation and delivery attributes significantly higher than PAAET students. In contrast, PAAET students ranked attributes related to instructor characteristics and evaluation methods significantly higher than KU students. Practical implications These findings provide an insight into the attributes of an effective accounting faculty from the students’ perspective. A direct implication is that accounting faculty can incorporate the most important attributes into their course design and delivery. This may improve teaching effectiveness and ultimately student learning. Originality/value This research is timely because the College of Business Studies at PAAET has applied for accreditation with the Accreditation Council for Business Schools and Programs. As teaching effectiveness is a major consideration in the process, these findings may help it to enhance its performance and improve the chances of its accreditation application being successful. The study bridges a gap in the literature on teaching effectiveness because there appears very little, if any, research into the attributes of effective accounting teaching.
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Zheng, Bin, Yong Qi Liu, Rui Xiang Liu, Jian Meng, and Ming Ming Mao. "Open Experimental Teaching in Fluid Mechanics." Applied Mechanics and Materials 397-400 (September 2013): 2735–38. http://dx.doi.org/10.4028/www.scientific.net/amm.397-400.2735.
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Cultivating innovative talents is an important task of colleges and universities. It is the trend of higher education development and the need of social development. Experimental teaching is an important link to develop students practice ability as well as innovative ability. The open experimental teaching is an effective way to train innovative talents. The content, conduct, effect and significance of open experimental teaching were studied in fluid mechanics.
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Chen, Kun-Dang, and Yu-Ye Huang. "A coordinative mechanism of career coaching practice in innovativeness and creativity training programs in higher education – a case study." International Journal of Innovation Science 9, no. 3 (September 4, 2017): 283–95. http://dx.doi.org/10.1108/ijis-03-2017-0023.
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Purpose The purpose of this study is to explore ways to establish an effective coordinative mechanism to ensure the effective practice of career coaching in innovativeness and creativity training programs in higher education. Design/methodology/approach This study aims to explore a successful case – that of Wenzhou University College – to elucidate how to establish an effective coordinative mechanism. The Delphi method is an interview approach for obtaining and analyzing case data. Findings According to research results, first, the causes of conflict were found and an attempt was made to solve these by using a personal system and training program structure revision; the main reasons for the conflicts are an overemphasis on “experts’ experience leading” and a “cognitive gap” between experts as coaches and teaching faculties; second, to decrease conflict, a revision of the training program structure will aid the improvement in the specialization for experts and teaching faculties; and third, revision of one’s personal system requires the teaching faculties to be from within the industries or companies facilitating the process of these faculties gaining practical experience; moreover, it will be easier if experts are the ones who are communicating how to re-design training programs and cooperative modes. Originality/value This study provides a coordinative mechanism for the effective practice of innovativeness and creativity training in higher education institutions. On the basis of research results, higher education institutions can effectively develop a training program of innovativeness and creativity based on the concept of career coaching.
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Arif, Awias, Muhammad Asghar Khan, and Muhanmad iftekhar khan. "Perceptual Study of Instructor Physical Education and Students regarding the Use and Adaptation of Innovative Teaching Strategies in Physical Education at Higher Secondary School Level." Global Physical Education & Sports Sciences Review I, no. I (December 30, 2018): 27–31. http://dx.doi.org/10.31703/gpessr.2018(i-i).05.
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The modern concept of physical education is of a very vast discipline and is no more confined to games and sports only. This wide scope of physical education demands very specific concentration and effective teaching planning, in order to take full advantage of the discipline, which can be passed on to students. The particular study is also a try through which researcher wants to develop the field of sports sciences and physical education. In order the researcher conduct the study under the topic "Perception of instructor physical education and students regarding the use and adaptation of innovative teaching strategies in physical education at higher secondary school level and students about the use and adaptation of innovative teaching strategies in physical education at degree college level of KP Pakistan" quantitative method as well as cross-sectional approach design was adopted for the complication and investigating the existing phenomena. All the IPEs and students at higher secondary school of KP was the population of the study. A 969 respondent was taken as sample using LR Gay method for the current study. Self-administered questionnaire was use for the data collection. Inferential statistic (t-test ) adopted to test the set hypotheses. It was concluded that IPEs and students agreed upon the use and adaptation of innovative teaching strategies with reference to health and physical education at higher secondary school level.
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El-Sofany, Hosam Farouk, and Nahla El-Haggar. "The Effectiveness of Using Mobile Learning Techniques to Improve Learning Outcomes in Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 08 (May 20, 2020): 4. http://dx.doi.org/10.3991/ijim.v14i08.13125.
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Recently Mobile technology is considered an effective way to improve students' skills such as positive thinking, collaborative, communication, as well as it is considered the main part of major innovation in many e-learning research areas. As a result of the 21<sup>st.</sup> century requirements, skills were developed to address the rising needs in higher education which causes a shifting paradigm from the traditional methods of teaching to M-learning. In this research, we discuss the effect of using Mobile learning techniques to improve learning outcomes in Higher Education. We have implemented a web-based survey through two questionnaires. The questionnaires were distributed among 200 students in the second and third levels in the computer science department at both Community College and College of Arts and Science. This research explores a study on e-learning using mobile technology to identify students’ perceptions in the acceptance of mobile techniques and recognize the quality of mobile services for academic and social purposes to improve teaching strategy and learning performance in higher educational organizations. The outcomes of this research would support the evolution of M-learning at the university-level and cause shifting the traditional learning methods by merging M-learning methodologies as a learning management system that provides mobile learning services to students and teachers any time and from any location. The research study shows some important results towards the integration of mobile technology into teaching include: student positive perception, facilitates student concentrate, flexible access to m-services for learning materials, and increases students' skills in using mobile technology for e-learning.
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Felder, Pamela, Kimberly A Kline, Debra Harmening, Tami Moore, and Edward P. St. John. "Professional Development and Moral Reasoning in Higher Education Graduate Programs." International Journal of Doctoral Studies 14 (2019): 383–401. http://dx.doi.org/10.28945/4274.
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Aim/Purpose: This work examines the role of professional development in higher education graduate programs through the use of reflective teaching approaches. We discuss the relevance of a professional development framework in supporting the exploration of moral reasoning in addressing challenges in the higher education profession. Background: Shifts in demographics within college university environments has resulted in increased diversity among students facilitating the need for professional development experiences that involve moral reasoning and self-reflection as resources to increase cultural awareness. Methodology: Case study overviews of higher education courses focused on supporting the development of graduate students’ professional interest illustrate ways moral reasoning can be examined to facilitate self-awareness as a professional skill and competency. Four teaching strategies reflect how professional learning can be used to shape students’ experiences, knowledge of critical issues, and understanding of organizational development in higher education. Contribution: This paper contributes to the knowledge of professional development in higher education graduate programs and the experiences faculty and graduate students. Findings: Strategies discussed provide a basis for further research to examine the role of professional learning framework in developing effective pedagogical strategies that facilitate moral reasoning, social justice, democratic values, and diversity. Previous research on the experiences of graduate students has not explicitly discussed the proposed professional learning framework across graduate student experiences. Recommendations for Practitioners: Administrators responsible for managing higher education graduate programs may find this work useful for understanding how moral reasoning can be used as tool for teaching professional development in graduate programs. Recommendation for Researchers: Researchers of professional development within graduate programs may find the use of moral reasoning helpful in understanding strategies that support facilitating discussions of critical issues related to cultural awareness. Impact on Society: Moral reasoning is an effective resource for building the professional insight and awareness needed for understanding multiple experiences in the workplace. Future Research: Additional research is needed to understand how moral reasoning could be used to support the professional development of higher education graduate students.
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Sismulyasih Sb, Nugraheti Sismulyasih Sb. "PENINGKATAN KETERAMPILAN MENULIS MANUSKRIP JURNAL ILMIAH MENGGUNAKAN STRATEGI SYNERGETIC TEACHING PADA MAHASISWA PGSD UNNES." Primary: Jurnal Pendidikan Guru Sekolah Dasar 4, no. 1 (July 6, 2015): 64. http://dx.doi.org/10.33578/jpfkip.v4i1.2724.
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27th January 2012 Higher Education General Directorates (ditjen dikti) Education ministry and Republic Of Indonesia culture publish form letter that comprising about scientific publication liabilities as requisite of pass programs master, magister, and doctor. Base of that verdict, researcher most draw for analyzes ability to make scientific journal manuscript PGSD UNNES'S college student, since new a portion PGSD'S college student little that understands with every consideration sistemation of scientific article writing. Researcher utilizes strategy Synergetic Teaching to increase ability writes scientific journal manuscript PGSD UNNES'S college student. Problem formula in observational it how to ability front end write scientific journal manuscript PGSD UNNES'S college student utilizes Synergetic Teaching? and If strategy Synergetic Teaching can increase ability writes scientific journal manuscript college student to the effect in this research is to increse writes skill college student write PGSD UNNES's journal manuscript year generation 2011. The method that is used in this research is method pseudo experiment attention by design one group pretest postest design . This observational that have been use 1) Essay and 2) nontest (questionnaire, observation / questionnaire, interview, and discussion). This research is executed on PGSD UNNES'S college student year generation 2011. This observational result is on reading ability early reference from 55% have been increase becomes 82,5% and understanding listen presentations of 47,5% have been increase as 72,5%. Meanwhile for one was complete through reading ability reference from 45% become down becomes 17,5% and understanding listen presentations of 52,5% as 27,5% that is mean by with strategy Synergetic Teaching is effective for increase known ability of college student.Keywords: writing skill, scientific journal manuscript, synergetic teaching
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Zou, Na. "Environmental Art Teaching Equipment and Program Research." E3S Web of Conferences 79 (2019): 01003. http://dx.doi.org/10.1051/e3sconf/20197901003.
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Once the “Internet +” action plan is proposed, all walks of life actively take measures to integrate with the Internet. Higher education should also meet the requirements of the times to achieve new developments in education and teaching. Under the new situation, the education of environmental art design in colleges and universities should not only adopt the information-based teaching tools, but also take effective teaching new measures on the basis of the specific characteristics of the subjects, and turn passive learning into active learning to improve the teaching level and quality as well as cultivate innovative, skilled and applied talents that meet the needs of society.
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Panhwar, Abdul Hameed, Abdul Sattar Gopang, Zubair Ahmed Chachar, and Shahnaz Baloch. "Differentiating Cooperative Learning and Collaborative Learning: What Is Fit for Pakistani Higher Education?" International Journal of English Linguistics 7, no. 5 (July 27, 2017): 119. http://dx.doi.org/10.5539/ijel.v7n5p119.
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This paper attempts to clarify the relationship between cooperative and collaborative learning and shows that cooperative learning could be more effective in the context of Pakistani higher education. It is argued that although both these approaches are forms of group work, cooperative learning is more structured and controlled. Collaborative learning, on the contrary, is not that structured and depends on students to work independently in groups without involving the instructor authority very much. Therefore, the researchers in this research paper tend to justify how the teaching of English as a second language (ESL) in Pakistani higher education is more or less teacher-cantered and exam-based and how a structured approach to group work like cooperative learning might be of a great assistance in teaching English language in Pakistani universities and colleges. Hence, the study, through the critical review of the studies on cooperative and collaborative learning, aims at providing the rationale that cooperative learning might be more effective in teaching ESL classes in the present context. Furthermore, with the help of the previous research, Pakistani teachers and educators are provided with useful methods and suggestions for how to use cooperative learning in their ESL classes effectively. Thus, the aim of the paper is to offer additional understanding on how instructors can efficiently adopt cooperative learning to ESL teaching-learning processes in their classrooms.
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Zhang, Juexuan. "Research on the Reform and Development of Dance Teaching in Colleges." Lifelong Education 9, no. 5 (August 2, 2020): 182. http://dx.doi.org/10.18282/le.v9i5.1245.
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The rapid implementation of the reform process of the higher education system has enabled more and more educators to break the shackles of old teaching viewpoints and actively reform the current teaching work in order to enable students to ensure learning in a more diverse classroom environment Effective improvement of efficiency. This article starts from multiple perspectives and discusses specific ways for colleges and universities to improve and reform dance classroom teaching activities, in order to promote their orderly development and promote the future long-term development of my country's higher dance education.
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Milcheva, Hristina. "PRACTICAL GUIDELINES AND RULES FOR EFFECTIVE PEDAGOGICAL COMMUNICATION AND INTERACTION IN THE MEDICAL HIGHER EDUCATION INSTITUTION." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 385–88. http://dx.doi.org/10.35120/kij3002385m.
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Pedagogical communication is a type of social communication and brings all the peculiarities of communication as a psychological phenomenon. Its parameters are mainly related to the nature and ultimate goal of the educational process. Pedagogical communication and pedagogical interaction are one of the most important factors in achieving the goal and tasks of education and training. Purpose of the study: To characterize pedagogical communication and interaction as important psychological-pedagogical factors in training at the Medical College (faculty, college) and to formulate practical guidelines for effective communication to participants in the learning process. Results and Discussion: Pedagogical communication and learning interaction is the most important factor in the complex of psychological-pedagogical factors for the effective realization and achievement of the learning process objectives. The teacher is the main figure on which the effectiveness of the learning process depends. Effective pedagogical communication can only be performed by a teacher who has communication skills. The relationships between the participants in the learning process, the conditions under which they take place and the style of teaching and learning are essential prerequisites for effective pedagogical communication and interaction.
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Francis, R. W. "Demonstrating scholarship and effectiveness of teaching through the application of data collected from concept maps." Journal of University Teaching and Learning Practice 4, no. 2 (April 1, 2007): 5–13. http://dx.doi.org/10.53761/1.4.2.2.
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College faculty face the ongoing dilemma of balancing the professional emphasis on student learning with the administrative task of documenting student performance related to reappointment, promotion, and tenure. As tools in the undergraduate and graduate programs of an institution of higher learning, concept maps provide faculty with interesting and effective ways to assess learning by students in all academic areas. Concept maps can give students and faculty meaningful information about student performance. These tools are objective, meaningful assessments through which the instructor can monitor student progress, self-evaluate classroom performance, and revise the delivery of instruction in the collegiate classroom.
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Hewlett, Katherine. "25. Using Technology for Tutor and Student Learning Exchange." Collected Essays on Learning and Teaching 5 (June 19, 2012): 142. http://dx.doi.org/10.22329/celt.v5i0.3354.
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This project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the concept for the ‘InCurriculum’ Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of the Arts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques.The project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment. The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff.
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Feng, Junkang. "Using SSM to Approach Complex Problematical Situations in Learning, Teaching and Assessment Management." International Journal of Systems and Society 6, no. 1 (January 2019): 1–16. http://dx.doi.org/10.4018/ijss.2019010101.
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Chinese higher education has moved into a popularized and internationalization stage, which makes the traditional learning, teaching and assessment (LTA) management challenging and sometimes problematical. This paper introduces how to approach complex problematical situations in LTA management by using Checkland's Soft Systems Methodology (SSM) at the Business College of the Beijing Union University (BCBUU) in China. Through this case study of seven years, the author made sense of and improved the problematical situations. It is found that SSM provides LTA managers with an innovative and fundamental methodology to appreciate otherwise seemingly unapproachable and unmanageable complex and ill-structured problem situations that they face. It is also proven that the case study of SSM in the context of LTA management in a Chinese college is practically effective.
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King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.
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Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.
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Bian, Jianying. "How to Carry out Aesthetic Education in Art Education." Lifelong Education 9, no. 4 (July 22, 2020): 168. http://dx.doi.org/10.18282/le.v9i4.949.
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In recent years, aesthetic education has been gradually emphasized by higher education. Colleges and universities actively apply aesthetic education in the cultivation of various professional talents, and integrate aesthetic education through courses such as ideological and political education. With a view to enhancing the aesthetic consciousness and ability of higher talents. Art education is the most important and direct way of aesthetic education. Based on this, this paper analyzes the current problems of aesthetic education in colleges and universities, and mainly uses the application of aesthetic education in art teaching as an example to explore the effective ways and methods of aesthetic education.
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Guidote, Armando, Jr M. "Teaching college chemistry in the time of COVID-19 pandemic: A personal account of teaching in the old normal vs. the new normal." KIMIKA 31, no. 1 (June 25, 2020): 70–75. http://dx.doi.org/10.26534/kimika.v31i1.70-75.
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The SARS CoV-2 (Severe Acute Respiratory Syndrome CoronaVirus 2), cause of COVID-19 (CoronaVirus Disease 2019) has afflicted close to 10 million people all over the world resulting to almost half a million deaths. This disease is severely contagious and necessitates social or physical distancing between persons. As such, traditional face-to-face learning is not advised and teachers need to shift to online teaching. There are challenges to online teaching and learning for students, teachers, and the higher education institute, e.g. hardware, bandwidth, and software issues. These will be difficult but these can be overcome eventually. This work is a personal account of the old normal or traditional way of teaching Organic Chemistry and the transition to the new normal of teaching on-line. On-line teaching can be as effective as traditional teaching but everyone has to put in effort and participate in training to get used to this. In the end, it is the teacher’s being a true teacher that matters, that the teacher teaches to the best of his or her ability even during this time of the COVID-19 pandemic.
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Auld, D. L., M. J. Cepica, and C. B. McKenney. "566 Barriers Encountered in Establishing Effective Distance Education Programs." HortScience 35, no. 3 (June 2000): 493D—493. http://dx.doi.org/10.21273/hortsci.35.3.493d.
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Distance education is an area of rapid expansion in higher education today. Unfortunately, the development of distance education efforts, like all new programming, is fraught with numerous barriers. Frequently, technological advances precede internal policies necessary to support these activities, and because of the nature of distance education, concerns over expense, workload, intellectual property, conflict of interest and teaching methodology may impede progress. Funding distance education efforts also requires long-term vision and commitment. It is essential that a clear vision, including identification of existing needs and benefits, be developed before equipment and personnel are secured. Finally, some distance education efforts by their nature involve collaboration between other institutions of higher education. These schools may view participation in these programs as opportunities for their advancement or possible encroachment on their educational market. Establishing strong relationships is essential for ultimate success. At Texas Tech Univ., the College of Agricultural Sciences and Natural Resources along with the Dept. of Plant and Soil Science have committed to the development and implementation of distance education as an educational tool providing enrichment and access to high-quality programming for its on campus and place-bound students. Some of the success stories as well as the frustrations behind these efforts will be discussed.
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Lodhi, Sumaira, Zahid Iqbal, and Muhammad Salahuddin Ayyubi. "Shifting Paradigm in the Higher Education Sector of Pakistan during COVID-19: An Empirical Analysis of the Online Teaching Experience." Empirical Economic Review 4, no. 1 (June 1, 2021): 116–36. http://dx.doi.org/10.29145/eer/41/05.
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The world is undergoing a dramatic COVID-19 induced transformation in almost every sector of the economy including education. The virus has drastically changed the dynamics of teaching and learning across the globe. This paper is an attempt to examine how COVID-19 has affected the higher education sector of Pakistan. An empirical analysis of the online teaching experience of both the public and private sector university faculty was conducted for this purpose. The current study aims to highlight the need for developing tools for effective teaching that have wide ranging applications in Pakistan, an exercise that requires concerted research effort. Education sector is among the worst hit sectors due to the spread of the coronavirus in Pakistan. Indeed, educational indicators for Pakistan and the current state of the education sector indicate a gloomy scenario. Instructors and students across universities, colleges and schools were ill-prepared for a situation where they had to rely on online teaching and other web-based instructional tools. In this scenario, certain areas in the education sector require extensive research, training and application, such as digital education, assessment tools and applications, project-based learning (PBL), and mobile based strategies for developing self-regulated learners (SLRs) as well as the introduction of various other tools meant to enhance student engagement during the process of learning. The study found that the faculty in the public and private sector universities was not inclined towards online teaching. The results also revealed that the private sector institutions were more facilitating than the public sector institutes. However, the role of HEC during the pandemic was proactive. There is a need to take effective measures at the local and national level to facilitate the student body as well as the instructors lest there is a severe decline in educational indicators or rise in the dropout rate.