Academic literature on the topic 'Lecturer perceptions'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Lecturer perceptions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Lecturer perceptions"
1
Fitra Romadani, Anggit Tiyas, and Yusi Kurniati. "PERSEPSI MAHASISWA DALAM PERKULIAHAN DARING PADA MATA KULIAH BAHASA INDONESIA DI UNIVERSITAS AMIKOM YOGYAKARTA." Bahtera: Jurnal Pendidikan Bahasa dan Sastra 22, no. 2 (2023): 220–31. http://dx.doi.org/10.21009/bahtera.222.09.
Full textAbstract:
This study aims to describe student perceptions of the implementation of online lectures in the Indonesian language course at Amikom University, Yogyakarta. The results of the study show that most students have a positive perception of the implementation of online lectures in Indonesian courses. This perception is measured from three aspects, including aspects of the lecture process, aspects of lecturer competence, and aspects of facilities. In the aspect of the lecture process, most students gave a positive perception of the online lecture process. Students think that online lectures can train for independent learning and save on transportation costs. In terms of lecturer competence, most students agree that lecturers are competent so that online lectures can run smoothly. Meanwhile the aspect of facilities, some students stated that facilities in the form of internet networks could be an obstacle in online lectures. However, students always get positive support from parents in online lectures
2
Alihan Satra, Herwan Efendi, Ade Akhmad Saputra, Ibnu Rozali, and Lia Efriliyanti. "Perceptions of Students of the Islamic Religion Education Study Program on Lecturer Professionalism at the Faculty of Tarbiyah and Teacher Training Raden Fatah State Islamic University Palembang." Borneo Educational Journal (Borju) 5, no. 1 (2023): 48–57. http://dx.doi.org/10.24903/bej.v5i1.1119.
Full textAbstract:
This research aims to determine the Perceptions of Students of the Islamic Religion Education Study Program on the Professionalism of Lecturers at the Faculty of Tarbiyah and Teaching Sciences, State Islamic University of Raden Fatah Palembang. In this research using qualitative methods, qualitative research. The results of the research show that the perceptions of students of the Islamic Religious Education Study Program towards Lecturer Professionalism at the Tarbiyah and Teacher Training Faculty of UIN Raden Fatah Palembang, reveal varying perceptions, between one student and another, because everyone who expresses perceptions critically is influenced by feelings, experiences, thinking abilities, and other aspects according to what is felt, then their perception can be revealed. On average according to students regarding the professionalism of lecturers in terms of lecturer pedagogic competence, of course there is no doubt from the scientific field, insight, educational foundation, but all of that cannot be denied that there are also some lecturers who do not apply their pedagogic competence as there are some lecturers who do not use media and methods varied learning so that lectures feel bored and monotonous.
3
Romadhiyana Kisno Saputri and Akhmad Al-Bari. "PERSEPSI MAHASISWA TERHADAP PRAKTIKUM DARING MATA KULIAH KIMIA ANALISIS." Jurnal Educatio FKIP UNMA 6, no. 2 (2020): 676–83. http://dx.doi.org/10.31949/educatio.v6i2.723.
Full textAbstract:
During the COVID-19 pandemic period, every education unit requires an online learning process, not only for theoretical courses, but also for practical courses, including analytical chemistry practicum courses. Student perceptions of online lectures can help students in implementing the process lectures during the Covid 19 pandemic, because a good and correct lecture will help students improve their understanding and knowledge of students. This study aims to find out students perception about online practicum in analytical chemistry. This research is a qualitative descriptive study. The sample was taken using simple random sampling consisted of 45 students. Data were obtained using questionnaires and in-depth interviews. Student perceptions were seen from three aspects, teaching and learning process, the ability of lecturers, facilities and infrastructure which were assessed using a likert scale. The data analysis by qualitative analysis, consisting of data collection, data reduction, data presentation, and conclusion drawing. Student perceptions in all aspects have a mean of 64.95% so that students 'perceptions of online practicum in analytical chemistry are positive. Students' perceptions of teaching and learning aspects have a value of 69.57% which indicates a positive perception, on aspects of lecturer competence have a value. 77.90% which shows a positive perception of the infrastructure aspect has a value of 47.39% which indicates a positive perception.
 Keywords: students perceptions; online practicum; Analytic Chemistry
4
Johnson, Jane Helen, and Mariangela Picciuolo. "Addressing Engineering Students’ Needs in EMI Contexts: A Focus on Comprehension and Pronunciation." International Journal of Linguistics 16, no. 7 (2025): 170. https://doi.org/10.5296/ijl.v16i7.22570.
Full textAbstract:
Effective lecture comprehension in English-Medium Instruction (EMI) contexts is crucial for student learning, particularly when taught by non-native English (NNS) speakers. This study investigates the specific needs of engineering students, emphasizing the impact of lecturers’ pronunciation on effective comprehension. Intelligible pronunciation and its relation to comprehension (Munro & Derwing, 1995) are central to this exploration. Students’ judgment of NNS lecturers’ pronunciation accuracy significantly influences their comprehension (Munro & Derwing, 1995; Valcke & Pavón, 2015). Kornder and Mennen (2021) note that learners’ linguistic backgrounds affect their perception of accented speech, which then impacts their evaluation of teaching quality (Jensen, 2013). This study involves a survey of 104 students (both Italian and international), attending MA lectures in engineering taught in English by Italian L1 lecturers. Students were asked to evaluate their lecturers’ pronunciation and indicate whether it interfered with their comprehension of the lectures. It also includes assessment of a lecture attended by some of the students surveyed, recorded and transcribed, in order to compare students’ subjective impressions of lecturer discourse with objective observations of lecture delivery. Findings reveal that students’ perceptions of EMI lecturers’ language performance and their comprehension in the classroom are influenced by several different factors, which affect comprehension regardless of the lecturer’s actual English language skills. This study highlights the importance of understanding and addressing the specific needs of engineering students in EMI contexts. By focusing on factors that influence lecture comprehension, we can develop more effective pedagogical strategies and training programs for both EMI lecturers and students.
5
Asrifan, Andi, Ali Wira Rahman, Raveenthiran Vivekanantharasa, K. J. Vargheese, Muhammad Shoaib Khan Pathan, and Gül Erkol Bayram. "Students’ Perception toward Good Lecturer Pedagogical Competence." English Education : English Journal for Teaching and Learning 10, no. 2 (2022): 218–36. http://dx.doi.org/10.24952/ee.v10i2.6749.
Full textAbstract:
As the application of the four competencies for the lecturers in teaching and learning becomes a new business for them to fulfil those competencies (pedagogical, professional, personality, social). This impacts the provision of a new method for students in learning activities so that a teacher could develop a curriculum per the respective educational unit and the local needs of each student. The first pedagogical competence deals with a lecturer's ability to manage the classroom and facilitates the students’ diversity. Sometimes lecturers apply different pedagogic actions to students' perceptions so that what is supposed to be good by lecturers sometimes inversely with students’ intake. This study aimed to facilitate the students' perception regarding the pedagogical perception of a good lecturer. The result is supposed to be some consideration from the lecturer in applied pedagogical action in the classroom.
6
Putri, Intan Cynara Valentina, Rahmi Mudia Alti, Yoana Nurul Asri, and Ike Yuni Wulandari. "Studi Komparatif Penggunaan Platform Zoom dan Google Classroom sebagai Media Perkuliahan Daring." Scholaria: Jurnal Pendidikan dan Kebudayaan 13, no. 1 (2023): 20–27. http://dx.doi.org/10.24246/j.js.2023.v13.i1.p20-27.
Full textAbstract:
In this study, a comparative study was conducted on the use of the Google Classroom and Zoom Meeting platforms during online lectures held at Nurtanio University. The object of research is students from various study programs at Nurtanio University, totaling 82 people. Data were obtained from questionnaires filled out by students on a google form with an ordinal scale. The questionnaire is divided into three components (lecture implementation, lecturer capabilities, and facilities and infrastructure) with a total of 15 statement items that compare perceptions of using Google Classroom and Zoom platforms. Overall, students gave a perception of the "good" category on the three assessment components with an average score for the Zoom and Google classroom platforms respectively 4.07 and 3.90 in the implementation of lectures, an average score of 4.06 and 3.96 for lecturer capabilities, and an average score an average of 3.84 and 3.76 for facilities and infrastructure. To find out whether there is a difference in student perceptions on the two platforms, a statistical test using SPSS is carried out, namely the Wilcoxon marked rank test. The results obtained are that there are differences in student perceptions on the use of the two lecture platforms, namely the perception of students using Google Classroom is better than using Zoom as evidenced by the Asymp score. Sig. (2-tailed) = 0.007 and Z value = 2.692.
7
Kamil, Islamiah. "KONSEP PRAKTIK MANAJEMEN LABA DALAM PERSEPSI ETIS MAHASISWA (Studi Kasus Pada Universitas XYZ)." Jurnal Profita 11, no. 1 (2018): 053. http://dx.doi.org/10.22441/profita.2018.v11.01.004.
Full textAbstract:
This study aims to determine and measure the Effect of Ethical Perceptions of Accounting Lecturers, Management Lecturers, Accounting Students and Management Students at the Faculty of Economics and Business of XYZ University Against Profit Management Practices. The research method used is causal, with analysis unit of Accounting Lecturer, Management Lecturer, Accounting Student and Management Student in Faculty of Economics and Business of XYZ University, Data analysis is done by descriptive analysis and simple linear regression test. The result of research shows from the result of regression test simple linear there is a positive influence of the Ethical Perception of Accounting Lecturers, Management Lecturer and Accounting Student of XYZ University of Economics and Business Faculty of Earnings Management Practice. Therefore the more understood Lecturer Accounting, Lecturer Management and Accounting Students to earnings management practices then the more positive ethical perceptions of earnings management practices. While on Variable Perception of Student Ethical Management There is no positive influence of Student Ethical Perception Management Faculty of Economics and Business University XYZ Against Profit Management Practice. This indicates that the less understanding of management students to the practice of earnings management, the ethical perception is also more negative to the practice of earnings management.
8
Kamil, Islamiah. "KONSEP PRAKTIK MANAJEMEN LABA DALAM PERSEPSI ETIS MAHASISWA (Studi Kasus Pada Universitas XYZ)." Jurnal Profita 11, no. 1 (2018): 053. http://dx.doi.org/10.22441/profita.v11.01.004.
Full textAbstract:
This study aims to determine and measure the Effect of Ethical Perceptions of Accounting Lecturers, Management Lecturers, Accounting Students and Management Students at the Faculty of Economics and Business of XYZ University Against Profit Management Practices. The research method used is causal, with analysis unit of Accounting Lecturer, Management Lecturer, Accounting Student and Management Student in Faculty of Economics and Business of XYZ University, Data analysis is done by descriptive analysis and simple linear regression test. The result of research shows from the result of regression test simple linear there is a positive influence of the Ethical Perception of Accounting Lecturers, Management Lecturer and Accounting Student of XYZ University of Economics and Business Faculty of Earnings Management Practice. Therefore the more understood Lecturer Accounting, Lecturer Management and Accounting Students to earnings management practices then the more positive ethical perceptions of earnings management practices. While on Variable Perception of Student Ethical Management There is no positive influence of Student Ethical Perception Management Faculty of Economics and Business University XYZ Against Profit Management Practice. This indicates that the less understanding of management students to the practice of earnings management, the ethical perception is also more negative to the practice of earnings management.
9
Mees, Inger Margrethe, Louise Denver, Christian Jensen, and Charlotte Werther. "Good Enough to Teach? A Study of EMI Lecturers’ Language Skills and Metadiscourse." Moderna Språk 110, no. 2 (2016): 46–72. http://dx.doi.org/10.58221/mosp.v110i2.7864.
Full textAbstract:

 In a study conducted at the Copenhagen Business School, 1,794 students completed questionnaires on lectures given by 31 non-native English-speaking lecturers in 12 EMI programmes. They were asked to rate the lecture, the lecturer and the lecturer’s language. Statistical analyses revealed a correlation between the students’ perceptions of the lecturers’ general lecturing competence (defined as knowledge of subject and teaching skills) and their perceptions of their English language proficiency (Jensen et al. 2013). In return for their assistance, each lecturer received a feedback sheet on how to improve their communicative effectiveness. The feedback was given by experienced tutors of English who had extensive experience of teaching and assessing English in an everyday ELF context. This paper sets out to investigate what sort of recommendations were provided, concentrating on the 24 lecturers whose L1 was Danish. An examination of the tutors’ comments showed that they could be divided into two main categories: formal language skills and pragmatic or metadiscursive features. The observations on language features are presented using a slightly adapted version of Lavelle’s (2008) “good-enough-to-teach-model”, whilst the comments on metadiscourse could be divided into four categories: sequential structure, hierarchical structure, connectives, and “fillers”. Although some ELF research has suggested that effectiveness in ELF settings depends more on pragmatic ability than on language proficiency (Björkman 2010; Jenkins et al. 2011: 301), the analyses of the tutors’ comments to the 24 lecturers in the present study show that both aspects should be attributed importance.
10
Suripah, Suripah, Firdaus Firdaus, and Fini Rezy Enabela Novilanti. "MATHEMATICS EDUCATION STUDENT PERCEPTIONS OF ONLINE LEARNING FOR IT-BASED DATA ANALYSIS COURSES THAT ARE INTEGRATED WITH CHARACTER VALUES." Prima: Jurnal Pendidikan Matematika 6, no. 2 (2022): 78. http://dx.doi.org/10.31000/prima.v6i2.5340.
Full textAbstract:
The learning held is expected to be an inspiration for students and to integrate character values. However, due to the Covid-19 pandemic, students have various perceptions of the implementation of lectures and related aspects. Therefore, the purpose of this study was to describe students' perceptions of the implementation of online learning at the Islamic University of Riau. This study uses a quantitative descriptive approach. Students' perceptions of the implementation of learning are carried out by giving a questionnaire that refers to three components, namely: lecturer competence, learning process components, and infrastructure components. Data was collected using an online questionnaire using Google Form which was distributed to 117 students of the IT-Based Statistical Data Analysis course by purposive random sampling. The results showed that the competence component of the lecturers obtained the highest level of perception, namely 85.16%, the facilities and infrastructure components as much as 84.55%, and the learning process component as much as 80.16%. This shows that the success of learning according to student perceptions is largely determined by the competence of the lecturer, while the facilities and infrastructure, as well as the learning process, support the success of all related components. In general, it can be concluded that students' perceptions of the implementation of online lectures in the IT-Based Data Analysis course at the Islamic University of Riau gave a positive response with a perception rate of 83.29%.
Dissertations / Theses on the topic "Lecturer perceptions"
1
Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
Full textAbstract:
This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
2
Abdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.
Full textAbstract:
This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.
3
Castro, Lilian Ruth Dias de. "Formação pedagógica dos docentes do ensino superior: o ponto de vista de professores de uma universidade de Belém-Pará." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10966.
Full textAbstract:
A Formação Pedagógica dos Docentes do Ensino Superior: o ponto de vista dos professores de uma Universidade de Belém-Pará.
O presente estudo aborda a Formação Pedagógica dos Docentes do Ensino Superior de uma universidade brasileira. Procuramos saber com dez professores, das 1.ª e 2.ª séries do curso de Licenciatura em Dança, as implicações que podem ocorrer no exercício da docência, com a falta da formação pedagógica necessária. As evidências que geraram as análises apresentadas nesta dissertação foram coletadas junto aos professores da instituição investigada, uma universidade pública de Belém do Pará. Os resultados da discussão apontam para um consenso dialético entre os professores do curso, sobre os aspectos metodológicos a serem utilizados para o desenvolvimento dos futuros professores. O estudo se deu por meio de recolha de dados qualitativos, utilizando entrevistas individuais, semiestruturadas, baseadas num guião previamente constituído e aprovado pelos especialistas da Universidade de Évora. O resultado da análise pareceu indicar que os entrevistados consideram a Formação Pedagógica como eixo norteador do ensino, para o curso de Licenciatura em Dança. No entanto, manifestaram sua insatisfação pela falta de tempo para pesquisar, pelo acúmulo de obrigações, remuneração inadequada e excesso de trabalho. Consideram que a falta da Formação Pedagógica do docente implica na prática do futuro docente, quando estiver a lecionar autonomamente; *** ABSTRACT:
Educational Training of Teachers in Higher Education: the view of teachers in a University of Belém-Pará.
This study addresses the Pedagogical Training of Teachers in Higher Education from a Brazilian university. We seek to know with ten teachers of the 1st and 2nd series of the Bachelor's Degree in Dance, the implications that may occur in the teaching practice with the lack of pedagogical training required. The evidence that led to the analysis presented in this dissertation was collected from the teachers of the institution investigated, a public university in Belém-Pará. The results suggest a dialectical consensus among the teachers of the course about methodological aspects used for the development of future teachers. The study involved the collection of qualitative data, using individual semi-structured interviews based on a previously established and approved grid by experts from the University of Évora. The results seem to indicate that respondents consider the Pedagogical Training as a guiding principle in the dance course. However, they expressed their dissatisfaction to the lack of time to do research, accumulation of obligations, inadequate payment and overwork. Teachers consider the lack of Pedagogical Training of teachers to have consequences on future teachers practice, when they are to teach independently.
4
Birch, Miriam C. "An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/13021.
Full textAbstract:
This study focuses on perceptions of a group of Computing lecturers at a large post ’92 Scottish university of the changes that have occurred in the student body. It also considers whether or not the changes have had any impact on the identity and role of the lecturers and whether the lecturers have adapted their practice to accommodate the needs of the diverse student population. An empirical approach was used consisting of semi-structured interviews with a targeted random sample of lecturers. The findings indicate that the impact of the changes which have taken place within higher education have not been uniform and have varied depending on the perceived status of the institution as well as the discipline within the Higher Education (HE) hierarchy. The findings identify a number of areas for consideration by university managers, lecturers and higher education researchers. There appears to be a gap between university policies on widening access and student retention and the implementation of the policies by the lecturers. The findings show that the lecturers are aware of the greater diversity of the student body, but that many of the lecturers share the traditional view of a university student and therefore expect the students to adapt to fit the existing system rather than considering changing their approaches to suit the students. The lecturers in my study have adopted a number of strategies to cope with the constant changes taking place within higher education. However, many of them are unclear as to what is expected of them and unsure about how they should prioritise the numerous demands on their time. This study differs from and complements other work because it focuses on the lecturers’ perceptions of the changes in their role as well as in the student body. The outcome of my study is a better understanding of the perceptions lecturers have of their role and the students that they teach. Although my study is small scale and specific to a particular academic discipline within a large university, the findings should be of value not only to the particular institution in the study, but the wider academic community as well.
5
Wang, Yu. "Chinese students' perceptions of humour in British academic lectures." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576718.
Full textAbstract:
My PhD study explores humour in British academic lectures and Chinese students' perceptions of it. The research interest was derived from my personal experience as an international student in Britain, when I repeatedly encountered occasions on which the lecturers' jokes fell flat for me. Britain is one of the most popular destinations for international students, but there are hardly any investigations into humour in academic contexts or international students' understanding of it, and none on Chinese students' problems with humour in lectures. In my study, instances of humour, referred to as 'humour episodes' (REs), were identified and analysed in a large number of lectures recorded in the British Academic Spoken English (BASE) corpus and nine academic lectures recorded by me. Some Chinese students, non-Chinese students and all of the lecturers at the lectures in my corpus, commented on selected REs in interviews and group discussions. Analysis of the REs was informed by interactional sociolinguistic and pragmatic theories. Major formal, semantic, and functional properties of humour in the lectures were identified. Humour arose from the incongruous interplay between these properties. The lecturers used humour to carry out teaching tasks and interpersonal activities. Humour heightened the lecturers' stances toward their topics. These stances embodied sociocultural values. The Chinese students had evident problems comprehending their lecturers' humour. Some expressed a feeling of alienation at having to laugh with other classmates without understanding the cause. The lecturers were often unaware of the Chinese students' perceptions of their humour, and sometimes appeared to be insensitive to their negative feelings. Expression of stance in the humour was particularly problematic to the Chinese students, but they tended to consider it peripheral to the main purpose of their studies. My study has implications for Chinese students' experience in British universities, and the internationalisation of British higher education.
6
Snowden, Kelly E. "Teacher Perceptions of the Flipped Classroom: Using Video Lectures Online to Replace Traditional In-class Lectures." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149663/.
Full textAbstract:
Advancements in media technologies have resulted in increased student usage causing teachers to struggle to be able to engage and hold student’s interest in a typical classroom. As students’ needs change, the field of education changes. One strategy that is gaining in popularity among teachers is the implementation of the “flipped classroom” also known as the “inverted classroom” or “reverse instruction” - a method incorporates technology to “flip” or “reverse” what is typically done in class with what is typically done as homework. Through teacher interviews of eight core teachers, this study attempts to discover teacher perceptions of the use of this method. Results of the study reveal that perceptions of the method are more positive among teachers who typically use lecture as a primary mode of information dissemination.
7
Rey, Arnaud. "Orthographe et phonologie dans la perception des mots écrits." Aix-Marseille 1, 1998. http://www.theses.fr/1998AIX11061.
Full textAbstract:
Dans les systèmes d’écriture alphabétiques, lire un mot implique d'identifier une suite de symboles visuels (des lettres) et de transcoder cette information visuo-orthographique en information phonologique afin de retrouver le sens de ce mot. L'objet de ce travail de thèse est de déterminer par quels processus un lecteur adulte réalise ce transcodage orthophonologique. Dans une série d'expériences comportementales réalisées en anglais et en français, nous montrons que la structure phonologique des mots influence leur temps d'identification visuelle. Plus particulièrement, nous mettons en évidence le rôle crucial joue par certaines unités orthographiques, les graphèmes, dans la perception des mots écrits. Ces unités se situent à l'interface entre codes orthographiques et codes phonologiques, et établissent des ponts fonctionnels entre ces deux codes, constituant ainsi les éléments de base du système de lecture. à la suite de ces résultats, nous présentons un modèle computationnel de la perception des mots écrits basé sur la notion d'unités orthographiques fonctionnelles. Avec ce modèle, nous faisons l'hypothèse que le système de lecture d'un adulte est constitué de différents niveaux d'unités orthographiques. Ces différents niveaux d'unités seraient mis en place au cours de l'acquisition de la lecture, facilitant ainsi le traitement global et parallèle des mots. Afin d'évaluer les prédictions quantitatives de ce modèle et de les comparer aux prédictions d'autres modèles computationnels de la perception des mots écrits, nous rapportons une étude realisée en anglais ou les temps d'identification de 120 mots sont mesurés pour un total de 140 sujets. Avec cette expérience, nous testons les prédictions des différents modèles computationnels existant en plaçant notre analyse au niveau des mots pris individuellement. Enfin, dans une dernière série d'expériences réalisées en allemand, nous montrons que la structure syllabique des mots influence également leur temps d'identification. Ces données expérimentales suggèrent ainsi que la syllabe pourrait également avoir le statut d'unité orthographique fonctionnelle au sein du système de lecture. L'ensemble de ces expériences indiquent que les propriétés phonologiques des mots conditionnent la structure et la dynamique de leur perception visuelle et que la phonologie impose une certaine organisation fonctionnelle au traitement des informations orthographiques.
8
Leloup, Gilles. "Lecture et Compétences reliées à la lecture chez des adultes dyslexiques universitaires." Paris 7, 2011. http://www.theses.fr/2011PA070006.
Full textAbstract:
Cette thèse est centrée sur l'évaluation des capacités de lecture et des capacités phonologiques et visuelles reliées à la lecture chez des adultes dyslexiques universitaires âgés de 20 à 30 pour lesquels un diagnostic de dyslexie développementale avait été posé lors des premières années de scolarisation. Nous avons comparé 24 adultes dyslexiques à 60 normolecteurs (de même âge chronologique et ayant tous suivi au moins deux années de scolarité universitaire) dans une étude de groupe (pour faire ressortir les capacités qui sont déficitaires chez les dyslexiques) et dans une étude de cas multiples (pour faire ressortir la proportion de dyslexiques ayant, pour une capacité donnée, des performances déficitaires) dans 4 expériences. La première portait sur les capacités reliées à la lecture (segmentation phonémîque, mémoire à court-terme et mémoire de travail phonologique et visuelle, capacités de dénomination rapide), la seconde sur les capacités d'identification et de reconnaissance des mots écrits et la troisième sur la compréhension écrite, qui a été comparée à la compréhension orale avec un protocole aussi similaire que possible sur le plan linguistique et pour la charge de mémoire. La quatrième expérience portait sur les traitements visuo-attentionnels, évalués à partir d'une épreuve de détection de cibles et d'une épreuve de recherche de cible. Dans pratiquement toutes ces expériences la précision et le temps de réponse ont été examinés. Les résultats confirment la robustesse, et la fréquence, de déficits des dyslexiques dans trois principaux domaines : (1) les capacités d'identification et de reconnaissance des mots écrits ; (2) les capacités phonologiques reliées (segmentation phonémique» mémoire phonologique à court terme et mémoire de travail, dénomination sérielle rapide) ; et (3) la compréhension d'énoncés et cela quelle que soit la modalité (écrite ou orale). Comparativement, les déficits visuels et visuo-attentionnels sont moins robustes et moins prévalents<br>This research focuses on the assessment of reading skills and reading-related skills among adult with developmental dyslexia (DD) aged 20 to 30 for whom a diagnosis of DD had been established in the early years of schooling. We compared 24 adult with DD to 60 typical reader of the same chronological age and having been schooled at least during 2 years at the University) in a group study (to highlight the skills that are deficient in adult students with DD) and a multiple case study (to highlight the proportion adult students with DD who, for a given skill, had a deficit) in 4 experiments. The first was focused on reading-related skills (phonemic segmentation, phonological and visual short-term memory [STIVI], working memory, Visual abilities and rapid naming [RAN]); the second on word-level reading skills; and the third on reading comprehension, which was compared to listening comprehension with a protocol as similar as possible in terms of language and memory load; the focus of the fourth experiment was on visuo-attentional processing, assessed using two tasks: a detection target's task and a research target's task. In almost ail these experiments, accuracy and speed were examined. The results confirm the robustness and the frequency of the deficits in adult with DD in three major areas: (1) word-level readïng skills, (2) reading-related phonological skills (phonemic segmentation, phonological STM, working memory, and rapid naming), and (3) sentence comprehension, whatever the modality (written or oral). Comparatively, the Visual and visuo-attentional deficits are less robust and less prevalent
9
Keith, Pauline Angela Francesca. "An investigation into experienced expatriate lecturers' perceptions of continuing professional development." Thesis, Open University, 2017. http://oro.open.ac.uk/50804/.
Full textAbstract:
This thesis investigated how thirteen experienced, expatriate lecturers in an institute of higher education, Middle Eastern University College (MEUC), in the United Arab Emirates (UAE) perceived the continuing professional development (CPD) offered by their institute. I was motivated by the approach adopted by the institute towards the provision of CPD, an apparent lack of consultation with lecturers regarding their professional growth and comments from colleagues, to investigate personal and professional development. In particular, I wanted to determine how the institute’s approach to the provision of CPD influenced lecturers’ perceptions, beliefs and attitudes concerning institutionally provided CPD, so an interpretive study was selected. Focus groups and semi-structured interviews were conducted to obtain perceptions of, attitudes to and desire to engage with institutionally provided CPD. A further aim was to explore how participants’ tacit knowledge impacted on their perceptions and attitudes of CPD and whether this affected their attitude towards learning. The findings revealed three main themes. First, the mandatory nature, model and content of CPD affected participants’ perceptions of and engagement with CPD. Second, the CPD provided overlooked participants’ experience and tacit knowledge, impacting negatively on their views of CPD and professional identity. Finally, the specific profile of the participants, self-initiated expatriates, was revealed to be an important factor in lecturers’ CPD requirements and professional outlook, with implications for the development of existing theory in this area. Finally, a desire for targeted, personalised CPD was identified, specifically in the areas of pedagogy, professional inquiry and cultural awareness and intelligence.
10
Bitterling, David. "Lectures françaises de l'espace absolu." Paris 7, 2005. http://www.theses.fr/2005PA070008.
Full textAbstract:
La thèse "Lectures françaises de l'espace absolu" illustre, dans un premier temps, comment dans la France du XVIIe siècle des problèmes d'ordre économique et politique se marient avec une nouvelle conscience de l'espace. Ce faisant, la thèse démontre, dans un deuxième temps, que derrière d'un royaume conçu comme un espace homogène et clos, censé être source de pouvoir et de richesse, se trouve celle d'un espace plus abstrait et d'origine mathématique: le concept de l'espace absolu<br>The present thesis shows how in 17th century France economical and financial problems are faced with solutions largely inspired by the Renaissance "spatial turn". It iIIustrate the self-conception of France as if the country was a great enclosure, aiming at external economic autarky and internal perfection in cultivating space. Analysing the management of space and its political and economical justification, the thesis proves that the theoretical concept of space that is there behind is an absolute one
Books on the topic "Lecturer perceptions"
2
Hughes, Herma L. Lecturers' perceptions of casualisation at two FE colleges. University of Central England in Birmingham, 2001.
Find full text
3
Husserl, Edmund. Thing and space: Lectures of 1907. Kluwer Academic Publishers, 1997.
Find full text
4
Kaly. Lecture et perception de l'aura : L'invisible est en nous. Yoga et Meditation, 1989.
Find full text
5
Mahle, H. S. Indo-Anglian fiction: Some perceptions : including some lectures on Karnadʾs Tughlaq. Jainsons Publications, 1985.
Find full text
7
1947-, Brauch Hans Günter, ed. Star Wars and European defence: Implications for Europe : perceptions and assessments. St. Martin's Press, 1987.
Find full text
8
Schlesinger, Michail I. Ten Lectures on Statistical and Structural Pattern Recognition. Springer Netherlands, 2002.
Find full text
9
Amedahe, Francis K. The issue of falling educational standards in Ghana: A perception or reality : (inaugural lecture). University of Cape Coast, 2014.
Find full text
10
Kate, Flint, and Morphy Howard, eds. Culture, landscape, and the environment: The Linacre lectures, 1997. Oxford University Press, 2000.
Find full textBook chapters on the topic "Lecturer perceptions"
1
Singer, Néstor, Carlos Velozo, and José Luis Poblete. "Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL)." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.14sin.
Full textAbstract:
Translator training in Chile faces the challenge of developing the students’ linguistic competence and translator competence (TC). This chapter explores the use of Content and Language Integrated Learning (CLIL) as a means to thematically articulate a language and a translation course in an undergraduate translation program. Three CLIL-based thematic units are delivered in an English language course. The academic results of the fifteen students suggest an academic improvement in the translation course in comparison to previous cohorts. Nine of those participants and the translation lecturer engage in semi-structured interviews to explore their perceptions of the approach. The findings indicate that CLIL performs an enabling function in fostering the development of TC in the translation course.
2
Pacek, Dorota. "‘Personality Not Nationality’: Foreign Students’ Perceptions of a Non-Native Speaker Lecturer of English at a British University." In Educational Linguistics. Springer US, 2005. http://dx.doi.org/10.1007/0-387-24565-0_13.
Full text
3
Mapaling, Curwyn, Paul Webb, and Belinda du Plooy. "“I would help the lecturer with marking”: Entrepreneurial Education Insights on Academic Resilience from the Perspectives of Engineering Students in South Africa." In Transforming Entrepreneurship Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_10.
Full textAbstract:
AbstractsSeveral factors contribute to the alarmingly high youth unemployment rate in South Africa. Barriers such as lack of access to education and practical work experience reflect these statistics and the socio-economic implications of graduate unemployment. This qualitative case study investigated the perceptions of engineering students' academic resilience in the context of higher education by using a youth development approach. Semi-structured interviews were conducted online via Zoom with a sample consisting of 10 participants (aged 22–28 years), namely four Civil engineering students, four Electrical engineering students, and two Industrial engineering students. Six students were South African, whilst the remaining four were international students. Seven participants self-identified as male and three as female. Findings are discussed in terms of the three themes which emerged from the thematic analysis: (a) personal character strengths; (b) access to guidance, resources, and information and (c) a sense of belonging and social connection. This study focused on engineering education and developed a new interdisciplinary understanding of how entrepreneurship education may contribute to engineering students' academic resilience as a packaged support system that speaks to their psychosocial, educational and economic needs.
4
Evergeti, Venetia, and Harry Garside. "Captured Content and Lecture Recordings: Perceptions and Experiences of Students and Lecturers." In Enhancing Student-Centred Teaching in Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35396-4_8.
Full text
5
Vivas, Inês, Maria João Guardado Moreira, and Vítor Pinheira. "Health Perceptions and Health Care Accessibility Perception of Portuguese Ageing Adults." In Lecture Notes in Bioengineering. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-22273-3_5.
Full text
6
Calì, Carmelo. "Perception/Percept." In Lecture Notes in Morphogenesis. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51324-5_90.
Full text
7
Basdevant, Jean-Louis. "Perception and Imagination." In Lectures on Quantum Mechanics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17635-7_1.
Full text
8
Han, Jinghe. "Cross-Linguistic Influence: Bilingual EMI Lecturers’ English and Chinese Entwined." In SpringerBriefs in Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_5.
Full textAbstract:
AbstractIn the previous two Chapters, the pedagogical ideology of the participating lecturers and the subsequent reality of their ‘instruction’ and ‘engagement’ was examined. From a psycholinguistic perception this Chapter focuses on the Chinese lecturers’ L1-influenced English in their teaching. The data indicates that cross-linguistic influence was the cognitive reality for the EMI lecturers and provided a scaffolding role in their teaching. This research suggests that although the EMI lecturers’ L1 and L2 are two genetically distant languages, they were interdependent and formed a stable construct that served as a powerful language resource in their teaching. Theoretically, this Chapter moves beyond a structuralist view of judging language transfer as right or wrong, correct or incorrect, perfect or deficit. It has implemented a post-structuralist interpretation of this phenomenon by proposing ‘explicit’ and ‘implicit’ transfer and acknowledging L1-influenced EMI lecturers’ English as a temporary form of languaging within the translaguaging process.
9
Yan, Mengling, Xiang Yu, Suyang Shen, and Tiantian Zhang. "Parametric-Generative Design Research Based on the Perception Rule of “View Changes with Step Movements” in Master-of-Nets Garden in Suzhou, China." In Lecture Notes in Civil Engineering. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-4749-1_2.
Full textAbstract:
Abstract Suzhou classical gardens represent the essence of Chinese classical gardens, characterized by complex spatial structures and rich garden elements. Visitors usually experience diverse spatial perceptions in Suzhou gardens, including the commonly mentioned experience of “view changes with step movements (VCWSM)”. Through the perception survey in the Master-of-Nets Garden, which is one of the most noted classical gardens in China, this study extracted the key factors that affect the generation of “view changes with step movements”, that is, the distance between the viewpoint and the main scene, and their position relationship. Based on it, this research developed a graphic scripting structure of the parametric system authored in Grasshopper. Finally, a pocket park was selected as the design site. Its path network with viewpoints was generated by Grasshopper, and trees were set between each viewpoint and the main scene to create different views, generating the perception of VCWSM. This process demonstrates the application of classical garden spatial structure to modern landscape design through a parametric approach, a methodology that can be adapted for the modern re-interpretation of other classical garden space designs.
10
Brabazon, Anthony, and Wei Cui. "Distributed Perception Algorithm." In Lecture Notes in Computer Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41009-8_39.
Full textConference papers on the topic "Lecturer perceptions"
1
Qualter, Declan, Eileen Bowman, Rachel Farrell, et al. "PERCEPTIONS AND PRACTICES: EXPLORING STUDENT TEACHER AND LECTURER ENGAGEMENT WITH AI TOOLS IN ONE UNIVERSITY SCHOOL OF EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0304.
Full text
2
Nhadumbuque, Geraldo, Anabela Gomes, and Maria Marcelino. "Understanding the Lecturers’ Perception About a Programming Learning Prototype." In 17th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013288600003932.
Full text
3
Garrote Jurado, Ramon, Tomas Pettersson, and Marlene Zwierewicz. "LECTURERS' PERCEPTIONS OF GENERATIVE AI USAGE IN HIGHER EDUCATION: A CASE STUDY AT A SWEDISH UNIVERSITY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0017.
Full text
4
Letuka, Mokete, and Paseka Patric Mollo. "STUDENT TEACHERS’ PERCEPTIONS OF THE ASSESSMENT OF VIDEO-RECORDED LESSONS DURING TEACHING PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end011.
Full textAbstract:
"Lecturers have not been able to go to schools where student teachers were placed for teaching practice, to physically sit in classrooms to observe and assess their lessons. This is due to Covid-19 lockdown regulations in South Africa. For this reason, students were instructed to video-record their lessons, and submit them to lecturers for observation and assessment of their teaching competence. As a result of this unprecedented venture, the researchers sought to determine student teachers’ perceptions of the video-recorded lessons, and the assessment thereof. A qualitative research approach was employed to carry out this study because the researchers intended to understand in-depth, the student teachers’ views and perceptions regarding their video-assessed lessons. Individual interviews were conducted among a sample of 40 third-year students, which were purposefully selected. Collected data were analyzed by means of identification of patterns and themes. Findings revealed that most student teachers preferred video-recording their lessons and sending them to lecturers for assessment. They felt less nervous and anxious, and thus made fewer mistakes when it was just them and the learners in the classroom, as opposed to when the lecturer or mentor teacher sits in and observes them as they conduct lessons. However, they preferred mentor teacher/lecturer feedback over feedback from their peers. The study highlighted the need for a shift, from lecturers being physically present in the classroom to observe and assess student teachers’ teaching competence, to assessing video-recorded lessons and providing students with feedback."
5
"Undergraduate Students’ Perceptions of what makes a Good University Lecturer." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a59.
Full text
6
Monje Amor, Ariadna, and Tania María Enríquez Feito. "Aplicación de Kahoot! y flipped classroom al Derecho del Trabajo y Dirección de Personas." In Contextos universitarios transformadores: a innovación como eixo vertebrador da docencia. VI Xornadas de Innovación Docente. Universidade da Coruña. Servizo de Publicacións, 2023. http://dx.doi.org/10.17979/spudc.000016.183.
Full textAbstract:
This paper presents the application of gamification through Kahoot! and the flipped classroom when teaching the subjects of Employment Law I and II in the degree in Labor Relations and Human Resources (second year, ERLAC) and People Management in the degree of Business Administration (third year, Universidad San Jorge). These methodologies encourage student involvement, motivation, and participation in the classroom, placing the focus on student learning rather than the lecturer capturing all the attention in lectures or theoretical sessions. First, we will explain what these methodologies consist of and how they can be implemented in the classroom. Then the teaching experience and the students' perceptions are described. The next section presents the results of the teaching experience. Finally, we include some final remarks in the conclusion section.
7
Isa, Mohd Ali Bin Mohd, Mohd Nor Hajar Hasrol Jono, Mohamad Yusof Darus, and Norkhushaini Awang. "User perceptions towards the use of colour as authentication method: Focus on FTMSK lecturer." In 2008 International Conference on Computer and Communication Engineering (ICCCE). IEEE, 2008. http://dx.doi.org/10.1109/iccce.2008.4580557.
Full text
8
Nisa, Najma Hayatun, Paidi, Maratus Sholikah, and Mega Indah Puspita Sari. "Technological pedagogical and content knowledge (TPACK) analysis of animal physiology lecturer depending on students perceptions." In FRONTIERS IN INDUSTRIAL AND APPLIED MATHEMATICS: FIAM2022. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0134025.
Full text
9
Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
Full textAbstract:
Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
10
Gabelaia, Ioseb, and Olga Bucovetchi. "ONLINE EDUCATION - A POST-COVID TEACHING TREND? (STUDENTS PERSPECTIVE)." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-047.
Full textAbstract:
The global pandemic obliged universities as a whole to move their educational activities onto online platforms. Many universities were not primed for such a sudden change, therefore their online teaching-learning methods progressed steadily. The current study is from a research series on online education and training, "The impact of Technology-mediated Interaction: Exploring New Channels for Effective Student-Lecturer Communications in Times of Disruption". The study conducted a survey in which undergraduate and graduate students were asked to share their outlook on different aspects such as perceptions, preferences, and expectations of online education during the pandemic. The research goal was to study the impact of a pandemic on student's perceptions of online classroom versus in-person classroom teaching-learning. The study applied qualitative and quantitative research methods to explore and analyze information. The research process was divided into two main phases: literature review, and survey study with closed and open-end questions. The study began with market research. First, exploratory research was used to discover suggestions, information, and understandings on a pandemic online learning culture. Second, exploratory research was used to define the characteristics of student pandemic perceptions online versus in-person learning. The study received responses from 156 randomly selected students on various study levels. The vast majority of the students agreed that currently, online education is teaching- learning trend. Students positively evaluated the educational process, while indicating that the instructors were getting better with software platforms. Lastly, most of the students believe that online education is second to the in-person classroom experience. Additionally, the major concern identified by the students was the impact of a pandemic on their health and social lifestyles.
Reports on the topic "Lecturer perceptions"
1
Kibret, Alemu Kassaw, Getachew Azeze Eriku, and Melisew Mekie Yitayal. Challenges and opportunities of adopting online learning at the University of Gondar: Lecturers’ and higher officials’ perspectives. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i7.
Full textAbstract:
E-learning is the use of the internet and ICT to access learning material, interact with the content, instructor, and learners, and acquire knowledge. Education has grown rapidly and transformed the present isolated, teacher-center face-to-face education into online. Despite the impact of e-Learning, there are many challenges in adopting and implementing it in higher education. Therefore, the main purpose of the study was to investigate the perspective of lectures, challenges, and opportunities of adopting online learning. The study conducted institutional-based mixed quantitative and qualitative study designs at the University of Gondar from June to October 2022. Simple random sampling techniques were employed to select study participants for the quantitative study and purposive sampling was used to select higher officials for an in-depth interview. A structured self-administered and in-depth interview guide questionnaire was used for the quantitative and qualitative data respectfully. Linear regression analysis conducted for the quantitative data while inductive thematic analysis was undertaken for the qualitative data. Thirteen (13) higher officials were involved in an in-depth interview and 366 instructors participated in the quantitative study. The majority of participants believed that e-Learning is applicable. However, almost all participants agreed that the infrastructures are inadequate at the University of Gondar. Five main themes emerged from an inductive thematic analysis which includes: perceptions of adopting online learning, challenges of adopting online learning, opportunities of adopting online learning, strategies to overcome challenges, and higher officials’ willingness and support. Most instructors and all higher officials are willing and happy to adopt. Internet connectivity, electric power, computer access, and poor perception of instructors, students, and employees will be a challenge to adopting e-Learning. Capacity-building training for the instructors and supporting teams and fulfilling infrastructures for the successful implementation of e-Learning at the University of Gondar is recommended.
2
Zelinska, Snizhana O., Albert A. Azaryan, and Volodymyr A. Azaryan. Investigation of Opportunities of the Practical Application of the Augmented Reality Technologies in the Information and Educative Environment for Mining Engineers Training in the Higher Education Establishment. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2672.
Full textAbstract:
The augmented reality technologies allow receiving the necessary data about the environment and improvement of the information perception. Application of the augmented reality technologies in the information and educative environment of the higher education establishment will allow receiving the additional instrumental means for education quality increasing. Application of the corresponding instrumental means, to which the platforms of the augmented reality Vuforia, ARToolKit, Kudan can be referred, will allow presenting the lecturers the necessary tools for making of the augmented reality academic programs.
3
Kamonjo, Florence W., David Ngatia, Benedicta Tabot, and Paul Onsare. Baseline Study on Technology-Enabled Learning at the University of Kabianga. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5442.
Full textAbstract:
This report presents the findings of a baseline study conducted at the University of Kabianga (UoK), Kenya. The study’s aim was to establish the status of access to and use of information and communication technologies (ICT) for teaching and learning at UoK. The baseline study established that UoK’s institutional preparedness status can be represented as ‘emerging preparedness.’ UoK provides Internet access to both instructors and learners in some areas of the university. However, learners felt they should have Internet access in more places, including their hostels, to improve the TEL experience. Learners had positive perceptions about using technology in their learning, but they indicated the need for greater bandwidth and for more desktop computers to be available in non-ICT courses. The study also established that lecturers have positive attitudes towards the use of TEL. However, they have concerns about a lack of faculty training on TEL and a lack of time to develop courses for delivery using technology.
4
Andersen, Martin Edwin. Keeping It Covered. Inter-American Development Bank, 1998. http://dx.doi.org/10.18235/0006874.
Full textAbstract:
This conference discusses the responsibility of media when reporting on crime and the hidden purposes coverage may pursue. The interpretation of crime phenomenon by the press has become a two-edged sword for policymakers and the public. The return to democratic rule throughout the region has meant journalists can report on an endless number of topics extensively; dictatorships frequently were able to suppress the unwelcome news of social turmoil, such as crime, through censorship. However, the "cronica roja"--gripping bloodsoaked true crime tales--carried by many newspapers and magazines can and sometimes do transform individual crimes into misleading characterizations about the threats faced, and about the efficacy of the forces of order in meeting those threats. Crime news is a curious mirror of public mood, which it also helps to generate. Perceptions of threat to personal safety can influence our outlook on the rest of the world, our willingness to be open to others, and our ability to interact in ways that strengthen neighborhoods and communities. This lecture was read in the Conference: Convivencia y Seguridad Cuidadana en el Istmo Centroamericano y la Isla Española, San Salvador, El Salvador, in June of 1998.