Academic literature on the topic 'Instructional materials centers. Universities and colleges'
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Journal articles on the topic "Instructional materials centers. Universities and colleges"
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Edokpolor, James Edomwonyi. "Resource adequacy and utilization and teaching and learning effectiveness in Vocational Education Programmes in Nigerian universities." Contemporary Educational Researches Journal 9, no. 2 (May 31, 2019): 39–51. http://dx.doi.org/10.18844/cerj.v9i2.4062.
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This study has investigated the level of physical facilities adequacy and instructional resources utilization for teaching and learning effectiveness in technical and vocational education and training (TVET) programs. A mixed method design was adopted for the study. A stratified random sampling technique was adopted for the study. A sample of 703 participants, which comprised 85 lecturers and 615 undergraduate students while three Heads of Department were purposively selected from Department of Vocational Education cross Federal Universities in South-South, Nigeria. Questionnaires were administered to TVET lecturers and undergraduate students, while Heads of Department were interviewed. Physical facilities, such as, workshops, laboratories, equipment/hand tools, ,entrepreneurship centers, departmental libraries, ICT centers, and lecture rooms, were found to be moderately adequate. Other physical facilities, such as, lecture halls/theater, career counseling centers, lecturers offices, and structures/buildings, were found to be inadequate. However, instructional resources, such as raw materials for practical training, reference books, and course textbooks, were found to be moderately utilized during teaching and learning in TVET program. Other instructional resources, such as general textbooks and academic journals, were found to be rarely utilized during teaching and learning in TVET program. Based on these findings, the authors concluded that the moderate availability and inadequacy of core physical facilities and the rare utilization of instructional resources were attributed to teaching and learning ineffectiveness in TVET programs across Federal Universities in Nigeria, which could further affect students’ self-confidence and self-determination to engage in entrepreneurial career and lifelong learning tasks on graduation. One of the recommendations proffered for the study is that managers of TVET should endeavor to collaborate with other major stakeholders for the provision of funds that would assist in ensuring adequate provision of physical facilities for effective teaching and learning process in TVET programs. Ensuring adequate provision of physical facilities will help in guaranteeing conducive learning environment, which could further help to equip students with requisite skills to engage in entrepreneurial career and lifelong learning on graduation.
Keywords: Effective teaching and learning, instructional resources utilization, lecturers and students, physical facilities adequacy, technical and vocational education and training;
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SANDOVAL, Marta, Carmen MÁRQUEZ VÁZQUEZ, Cecilia SIMON, and Alma M. SANDIGO. "Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs." Revista Brasileira de Educação Especial 26, no. 4 (October 2020): 551–54. http://dx.doi.org/10.1590/1980-54702020v26e0059.
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ABSTRACT: This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members.
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Payette, Dennis L., and Rakesh Gupta. "Transitioning From Blackboard To Moodle - Course Management Software: Faculty And Student Opinions." American Journal of Business Education (AJBE) 2, no. 9 (December 1, 2009): 67–75. http://dx.doi.org/10.19030/ajbe.v2i9.4611.
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Colleges and universities have increasingly invested in specialized software and hardware designed to enhance and facilitate the instructional process for faculty and students. One type of technological assistance is commonly known as course management software (CMS). Once learned, these CMS packages can greatly enhance and enrich the classroom experience and provide internet based access to course materials, assignments, grades, supplementary materials, such as quizzes, PPTs, and study aids. Like all moderately complex software packages (Blackboard is proprietary software and Moodle is open source software), there is a learning curve involved in mastering the functionality of each CMS. This paper examines the process of changing from one type of CMS (Blackboard) to another (Moodle). Faulty (FT & PT) and students (graduate & undergraduate) were surveyed to obtain opinions about the transition from one CMS system to another. The goal is to identify issues that may be addressed by targeted training and insights which would improve the transition process.
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Joy Munsod-Fernandez, Rabin. "ASSESSMENT OF READING COMPREHENSION LEVELS AMONG GRADE 11 SENIOR HIGH SCHOOL STUDENTS: TOWARDS THE DEVELOPMENT OF PROPOSED K-12 CONTEXT APPROPRIATE INSTRUCTIONAL TOOL." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 431–66. http://dx.doi.org/10.21474/ijar01/12313.
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The reading comprehension is a basic requirement when the students enter in the universities or colleges or decide to work in the industry. Therefore, it is necessary for the teachers to give as many opportunities as possible by providing them with wide range of effective and useful materials in reading as well as to develop students reading habit and enhance their reading techniques. Students nowadays are observed having a great dilemma when it comes to comprehending a text. Reading comprehension is said to be the heart and goal of reading since the purpose of it is to gather meaning from the text. A good reader must always see to it that reading materials is properly understood. Most students can easily read a text but cannot comprehend its meaning. The study assesses the levels of reading comprehension of grade 11 General Academic Strand Students of Buting Senior High School towards the development of K-12 Context Appropriate Instructional Tool. This study sought to answer the following questions: What are the students reading profile? What are the levels of reading comprehension the respondents? Is there significant difference on the levels of reading comprehension of the two sections? And What K-12 instructional toolcan be proposed? The data was calculated using simple statistical tool of percentage, weighted mean and T-test. Students reading profile reveals that they read few times a week with 11-20 minutes reading time, read only one to five books during free time and they use electronic sources when reading. Students sometimes prefer to read the materials they want to read. With regards to reading techniques, they sometime make predictions, guessesand set goals when reading, however, students rarely summarize the story. There is no significant difference on students preference in reading habit and reading techniques between the two sections. The results of readingcomprehension levels:70% are outstanding in literal level 55% are satisfactory in inferential level and 42% are fair in critical-evaluative level. There is no significant difference on the levels of Reading Comprehension between the two sections. The study recommends instructional tools must be constructed which will be beneficial to the students with low levels of reading comprehension.
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Monther Al Damen, Tareq. "The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University." Arab World English Journal, no. 2 (January 15, 2021): 64–83. http://dx.doi.org/10.24093/awej/mec2.5.
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Due to the Covid-19 pandemic, educational systems worldwide, including Oman, were affected as this led to temporary closures of schools, colleges, and universities. In response to such closures, many countries decided to continue offering education through distance learning. Similarly, Sultan Qaboos University (SQU), the only government university in Oman, opted for asynchronous teaching through Emergency Remote Teaching (ERT). Through ERT, there is a temporary shift in instructional delivery. Its primary aim is to provide temporary access to instruction and support materials quickly and reliably during the crisis. Asynchronous teaching provides students with flexibility to access the materials posted by teachers whenever they can, leaving teachers with many challenges. One of these challenges is the ability to offer proper feedback to students. Therefore, this study aimed to examine the perceptions of both teachers and students on the electronic feedback provided in ERT. A total of 8 teachers 80 students enrolled in the foundation program at SQU participated in the study. The responses of both teachers and students were collected through online questionnaires and semi-structured interviews. The findings of the study indicate that some feedback methods seemed to be more effective. The study also identified the challenges faced by both students and teachers in terms of electronic feedback. Furthermore, the study gives suggestions to improve electronic feedback methods.
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Serebryaniy, Roman S., Oksana V. Yaremchuk, and Stella A. Sher. "Young Children's Healthcare in Samara Region in 1918-1940 Years." Current Pediatrics 20, no. 2 (May 18, 2021): 110–15. http://dx.doi.org/10.15690/vsp.v20i2.2254.
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The article is devoted to the young children’s healthcare in Samara region in the period from 1918 to 1940. The aim of the study was to demonstrate the evolution of healthcare system for children of the first three years of life in Samara-Kuibyshev region in the 1920-1930s (according to archival and literary sources). The results of historical and medical research have shown that children's healthcare in Samara-Kuibyshev region during this time period achieved significant success in implementation of urban and rural children's institutions (children’s health centers, nurseries, infant-feeding centers). Human resources increased significantly, medical staff qualification improved. All that together led to enhancement of children primary care, children and infants mortality decrease. At the same time, the performed analysis has revealed the crucial problems of children's healthcare in Samara. Archival materials from Samara region characterize the situation with children's healthcare in the country in general during the tragic years of famine (1921-1922 and 1932-1933). These years were accompanied by increase of children morbidity and mortality. Statistics has shown that the areas affected by famine had natural decline in the population even in 1937. The results of this research of evolution of healthcare system for young children in Samara region during first two decades of Soviet Russia can be used in the educational process (history of pediatrics) of students in Samara medical colleges and universities, they can assist with creation of fundamental work on the history of children’s healthcare in the Soviet Union.
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Линтарёва, Валентина, Valentina Lintareva, Лариса Иванова, Larisa Ivanova, Елена Стеценко, and Elena Stetsenko. "Development of a technique and the organization of classes in training of skiers of younger categories at a "basic" aestivo-autumnal stage of trainings." Services in Russia and abroad 9, no. 2 (July 22, 2015): 0. http://dx.doi.org/10.12737/11891.
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Performances of Russian skiers at the XXII Olympic Winter Games in Sochi acknowledged as ambiguous: highly successful in men and less successful in women. Unsuccessful performances in women motivated the ski community in Russia, including and the authors of this article, to search negative reasons why so many women´s teams have failed in performances. Some of them, in our opinion, consist in the lack of regular and systematic training sessions of skiers 16-19 years old in the mode of a one-year training cycle, especially in the summer-autumn stages of training and the insufficiency of instructional materials and methodical recommendations on issues educational and training activities on these stages of preparation.
There are tendencies to reduce the number of training sessions skiing in universities, colleges and schools under the program approved by RF Ministry of Education. But in some regions of the Russian Federation is noted the complete absence of such training.
Organization and methods of educational and training sessions of skiers of least significant digit on the "basic" summer-autumn stage of preparation, taking into account the favorable climatic conditions and increased light day allow to widely use of variety of general and specialized tools and exercises used in the training process and more comfortable to deal with training load in the future, especially during the main "snow" preparation phase.
Proposed by authors training and methodical recommendations for the organization of the training process of skiers of least significant digit on the "basic" summer-autumn stage of a one-year training cycle with using mostly means and exercise of general physical preparing, with taking into account the discharge qualifications of boys and girls permit to carry out the training load in the specified volumes and time parameters. The offered by authors training load, in our opinion, can serve as an indicator of the functional state of athletes.
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Broudy, Virginia C., and Scot G. Hickman. "Teaching Hematology to Second Year Medical Students: Results of a National Survey of Hematology Course Directors." Blood 108, no. 11 (November 16, 2006): 3300. http://dx.doi.org/10.1182/blood.v108.11.3300.3300.
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An Association of American Medical Colleges position paper calls for a 30% increase in medical school enrollment by 2015. New faculty effort certification reporting requirements for NIH-supported investigators and increasing clinical productivity expectations at academic medical centers challenge the tradition of faculty volunteerism for medical student teaching. To better define the structure, content, and financial support of second year medical school hematology courses nationwide, in 2001/2002 we mailed a survey to the hematology course directors at 85 of the 125 accredited US medical schools. The 58 course directors who returned the survey represent all regions of the US, and both public and private medical schools. Ten of the hematology course directors subspecialized in areas other than adult or pediatric hematology or hematology/oncology. Median class size was 150 students (range 40–200), and some courses included a substantial proportion (up to 33%) of students other than medical students (dental students, graduate students, PA students). Median course hours was 33 hours (range 8 to 74, an almost 10-fold difference). Approximately 50% of the total teaching time was devoted to lecture (range 5% to 100%), but a wide variety of additional teaching approaches were also employed, including small group discussions, problem-based learning, and web-based teaching (used by 62% of course directors). The median number of faculty responsible for teaching the second year hematology course was 12 (range 1–36). The hematology course directors identified a number of obstacles, including difficulty recruiting teachers (experienced by 45% of course directors), the lack of well-defined content, and the very modest budget (less than $1500 for most courses). Only 3 of the course directors indicated that they received salary support for this role. The findings of this survey suggest that a national effort to define learning objectives for the hematology courses and to share teaching materials among medical schools is warranted. Of note, it was estimated in 1997 that the total educational costs for one medical student are $72,000–92,000 per year, and that the majority of these costs are instructional. In 2003 median medical school tuition nationally was $16,322 (for a state resident attending a public school) and $34,550 (private school tuition). The present results show that few of these funds are directed to support of faculty time to teach the hematology course, and compel the identification of a funding stream to pay faculty for teaching medical student required courses.
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Kohrman, Rita. "Current Conditions of Michigan Curriculum Materials Centers and Collections in Academic Institutions." Education Libraries 38, no. 1 (September 19, 2017). http://dx.doi.org/10.26443/el.v38i1.5.
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A 2005 sabbatical study revealed 24 unique curriculum materials centers or collections (CMCs) in Michigan colleges or universities. The focus of the study was to investigate the number, characteristics, and quality of these centers and collections supporting education faculty and students. A follow up 2014 study asked how or if the Michigan curriculum materials centers and collections changed due to the economic and academic changes that have occurred since 2005.
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Kloda, Lorie, and Karen Nicholson. "An exploration of the role of Canadian academic libraries in promoting academic integrity." International Journal for Educational Integrity 3, no. 1 (September 18, 2007). http://dx.doi.org/10.21913/ijei.v3i1.128.
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The incidence of student plagiarism at Canadian universities and colleges is cause for concern. As a result, Canadian universities are increasingly using text-matching software such as Turnitin to address the problem of cut-and-paste plagiarism. An exploratory survey was conducted at Canadian research-intensive universities subscribing to Turnitin to examine the role of librarians in educating students and faculty about academic integrity. Results indicate that librarians at these institutions are actively involved in promoting academic integrity and deterring plagiarism. At most institutions surveyed, discussions of academic integrity and the ethical use of information are included in library workshops and library instructional materials. These results, while preliminary, are an important first step to encourage libraries to consider their role within universities for promoting academic integrity.
This is a revised version of a paper presented at LILAC 2005: Librarians Information Literacy Annual Conference, Imperial College, London, April 4-6, 2005.
Dissertations / Theses on the topic "Instructional materials centers. Universities and colleges"
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Bevan, Blanche. "Centre for media and image." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-10122006-121826.
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Miah, Abdul J. "Automated library networking in American public community college learning resources centers." Diss., Virginia Polytechnic Institute and State University, 1989. http://books.google.com/books?id=5LbgAAAAMAAJ.
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Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1989.Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 148-159).
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"Doel en funksies van 'n afdeling vir onderrigmedia aan 'n universiteit." Thesis, 2014. http://hdl.handle.net/10210/12906.
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Lockney-Davis, Sandra. "A study of Florida's system of two-year college learning resources programs using the proposed AECT/ACRL standards for two-year learning resources programs." 1990. http://catalog.hathitrust.org/api/volumes/oclc/23163065.html.
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Papo, William Duncan. "Media usage in teacher training." Thesis, 2014. http://hdl.handle.net/10210/9171.
Full textBooks on the topic "Instructional materials centers. Universities and colleges"
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Salisu, Taofiq M. Developing learning resource centers for Nigerian colleges and universities. Lagos, Nigeria: Libriservice, 1988.
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Brewer, James Gordon. Guidelines for learning resources in colleges. Soham. Ely., Cambs., England: Peter Francis, 1988.
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Administering the community college learning resources program. New York: G.K. Hall, 1994.
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North Central Association of Colleges and Schools (U.S.), ed. An evaluation of library media programs in Colorado secondary schools accrediated by the North Central Association of Colleges and Schools. Ann Arbor, Mich: University Microfilms International, 1985.
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Margaret, Holleman, ed. The Role of the learning resources center in instruction. San Francisco: Jossey-Bass, 1990.
Find full textBook chapters on the topic "Instructional materials centers. Universities and colleges"
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Turel, Vehbi. "Adaptive Hypermedia in Education." In Advanced Methodologies and Technologies in Modern Education Delivery, 178–91. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch015.
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The aims of this chapter are (1) to give the definition of adaptive hypermedia (AH) and state what AH means and (2) to explore the role of AH in education at this digital age, in which the majority of learners are generally digitally fluent and competitive although some claim otherwise. Pedagogically and epistemologically, educational institutions (i.e., nursery, primary, secondary and high schools, colleges, vocational schools and colleges, life-long learning centers, adult education centers, and universities) should respond to such learning demands and differences to accommodate the digital-literate, wise, and efficient learning style preferences of today's learners by providing AH learning materials for them. More frankly, educational institutions have to use and provide AH learning materials for their learners in order to be competitive in this digital age.
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Ali, Ahmed. "Modern Technology and Mass Education." In Global Information Technologies, 1806–21. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch130.
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This case study examined the effectiveness and significance of the Internet and interactive video broadcasting as instructional and communication media in a global virtual learning system. The study explored how differences in students’ technology experiences, curriculum, cultures, and access to technology influence learning and student attitude in a technology-based distance education environment. The research also investigated whether the use of online references and materials is adequate and appropriate for successful distance learning. The setting was a virtual campus that linked universities in the U.S., Australia, and Canada with learning centers in different African countries. E-mail and face-to-face interviews, observations, and Web-based surveys were utilized to collect the data. The study reveals that students had mixed perceptions about the effectiveness of technology, with positive attitudes exhibited towards interactive video and some anxiety and dissatisfaction with the use of the Internet.
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Brantley, Helen, and Cassandra Sligh Conway. "Mentoring Pre-Service Teachers at a Historically Black University." In Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, 217–32. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6347-3.ch013.
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Mentoring relationships that can provide connections regionally and nationally are essential to prepare pre-service teachers (Crocito, Sullivan, & Carrabar, 2005). Moreover, a global perspective in mentoring pre-service teachers is needed in all teacher education programs to give pre-service teachers authentic application skills. The mentoring experiences provided in the chapter are based on experiences at Historically Black Colleges and Universities. These same mentoring experiences can occur at any type of university. These experiences are integral to enhance the understanding of preparing pre-service teachers in a global and ever changing society. The purpose of this chapter is as follows: 1) to provide a conceptual definition of mentoring; 2) to provide an example of a mentoring evaluation program; 3) to provide case examples of global and cultural mentoring experiences that impact pre-service teachers; 3) to provide examples of how educators can implement globalization activities in instructional materials; and 4) to provide an intellectual discussion of future strategies that impact practical and field experiences in teacher education programs.
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Ishaya, Tanko. "Towards Management of Interoperable Learning Objects." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1406–15. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch190.
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Developments in the Internet and the World Wide Web (WWW) technologies have led to an evolving trend in Electronic learning (e-learning). E-learning is now one of the most fast growing trends in computing and higher education (Ishaya & Wood, 2005) and certainly becoming a dominant way of learning in workplace settings across other organizations (Mungania, 2003). From its initial roots as an information-sharing tool, the Web has seen an exponential growth into a myriad of applications, ranging from very serious e-business to pure leisure environments. Likewise, research into technology support for education has quickly recognized the potential and possibilities for using the Web as a learning tool (Ishaya, Jenkins, & Goussios, 2002). Thus, the Web technology is now an established medium for promoting student learning, and today there are a great many online learning materials, tutorials, and courses supported by different learning tools with varying levels of complexity. It can be observed that there are many colleges and universities, each of which teaches certain concepts based on defined principles that remain constant from institution to institution. This results in thousands of similar descriptions of the same concept. This means that institutions spend a lot of resources producing multiple versions of the same learning objects that could be shared at much lower cost. The Internet is a ubiquitous supporting environment for sharing of learning materials. As a consequence, many institutions take advantage of the Internet to provide online courses (Ishaya et al., 2002; Jack, Bonk, & Jacobs, 2002; Manouselis, Panagiotou, Psichidou, & Sampson, 2002). Many other agencies have started offering smaller and more portable learning materials defined as learning objects (Harris, 1999; POMETEUS, 2002). Common standards for metadata, learning objects, and services are mandatory for the success of Web-based learning, which is why the creation of such standards for learning objects and related standards has being one of focus for research and development within the past few years. This includes the creation of accredited standards from the IEEE Learning Technology Standards Committee (LTSC) for Learning Object Metadata (LOM), Sharable Content Object Reference Model (SCORM), Instructional Management System (IMS), and so on. All these metadata models define how learning materials can be described in an interoperable way. There have also been intensive developments in the area of e-learning technology and the wide variety of learning environments from many different vendors (e.g., Sakai, Moodle, and Blackboard). While most of these approaches provide a means for describing, sharing, and reusing resources, the concept of interoperability and heterogeneous access to content chunks is yet to be fully achieved. This results in thousands of similar descriptions of the same concept, even within the same learning management system (LMS), and because these concepts may have been defined using different standards, they are not interoperable. What is required therefore is a mechanism and infrastructure for supporting a interoperable system of individual components that can be assembled by mixing and matching content from multiple sources to satisfy individual learner’s requirements. See Wood and Ishaya (2005) for a personality-based approach for building learner profiles.