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Journal articles on the topic 'Majoring in teaching courses'
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1
Zhao, Er Ping, and Xiao Bing Jia. "The Reform and Innovation of Teaching of Soil Mechanics Based on Multimedia Technology." Advanced Materials Research 271-273 (July 2011): 1872–74. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1872.
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Soil Mechanics is a very important fundamental course for the students majoring in Civil Engineering and Water Conservancy and Hydropower, and a bridge connecting common fundamental courses and specialized courses. With the enlarging utilization of multimedia technology in the teaching process of the course of Civil Engineering, the teaching effect and efficiency have got increased. However, the multimedia teaching method itself has certain faults, and can only meet the needs of the workers in the teaching field through constant reform and innovation.
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Liu, Qing. "Teaching Practice of Python Programming Course in Big Data Era." ITM Web of Conferences 26 (2019): 01006. http://dx.doi.org/10.1051/itmconf/20192601006.
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The era of big data poses new challenges and higher requirements for students majoring in economics and management. The programming course should also adapt to the requirements of the era of big data. From the five aspects of content reorganization, comparative teaching, case teaching, WeChat help, and practical teaching, the teaching practice methods of this course are expounded. Through the study of programming courses, students’ professional qualities have been improved, and their competitiveness has been strengthened.
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Huang, Tong Cheng, and Xin Liang Liu. "Research and Implementation of Dynamic Synchronous Visual Teaching System for Data Structure Algorithms." Advanced Materials Research 433-440 (January 2012): 4114–19. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.4114.
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Data Structure is the specialized core course for students majoring in Information Science. It is very important for students to study succesor courses and enhance their programming level. This paper presented the authors’ actual achievement in research and practice of dynamic synchronous visual teaching system for Data Structure algorithms.
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Zaus, Mahesu Agni, and Krismadinata Krismadinata. "Suatu Kajian Literatur Masalah-Masalah yang Dihadapi dalam Mata Kuliah Jaringan Komputer." INVOTEK: Jurnal Inovasi Vokasional dan Teknologi 18, no. 2 (2018): 1–8. http://dx.doi.org/10.24036/invotek.v18i2.263.
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Abstract— Computer network course is a subject that is the basic course that must be mastered by students majoring in Informatics Engineering. Practical and interesting learning has an interesting role in the learning process. Exciting learning can improve student learning outcomes and help students improve their understanding, as well as increase their motivation to improve their learning outcomes and knowledge. This article will discuss the problems related to computer network courses that are teaching methods and learning media. Based on the objectives of computer network courses it is proposed to optimize the content in teaching as well as on instructional media proposed to adopt software simulation for teaching to be interesting.
 Keywords: Computer Networking, Simulation, Teaching Method, Instructional Media
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Gao, Ning. "Visualization Teaching of Deformation Monitoring and Data Processing based on MATLAB." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (2019): 42. http://dx.doi.org/10.3991/ijet.v14i02.9983.
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As one of the core professional courses for students majoring in surveying and mapping engineering, deformation monitoring is characterized by strong theories, numerous mathematical formulas, and complicated calculation. Task-driving teaching method in the form of traditional classroom has poor effects due to the one-way learning and strategy. To meet the needs of modern teaching, matrix laboratory (MATLAB) and deformation monitoring teaching are combined in this study. This work first identified the aspects of concepts, principles, and data to visualize boring data and abstract principles through simulation and concepts that are difficult to be understood and establishment of animation models to realize the visualization expression of deformation monitoring data preprocessing, deformation monitoring network adjustment, deformation prediction, and engineering application. A total of 114 students majoring in surveying and mapping engineering in Henan University of Urban Construction during 2014 are selected as test subjects to explore and demonstrate visualization teaching of deformation monitoring. Results show that the visualization teaching of deformation monitoring based on MATLAB enhances the integrity, coherence, and practicability of the course. It also improves students' interest in learning, deepens their understanding on learned knowledge, improves teaching quality, and provides a new way for the teaching mode reform of other courses of the surveying and mapping engineering specialty.
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Lyons, Robert E. "065 USING THE SERVICE COURSE CONCEPT IN HORTICULTURE." HortScience 29, no. 5 (1994): 437c—437. http://dx.doi.org/10.21273/hortsci.29.5.437c.
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An undergraduate “Service Course” generally presents principles of a particular discipline in an uncomplicated manner needing no prerequisites. The target audience is typically students majoring outside the service course department or undeclared majors. The primary motives behind service courses are recruitment from within the university, providing non-mjors with a broad appreciation for a discipline, and providing graduate students with classroom teaching/management experience. `The structure, dynamics, success, and adaptability of “Indoor Plants,” a Virginia Tech Horticulture service course enrolling approximately 400 students per year, will be discussed. Comparisons with other service courses will be made.
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Bogush, Alla. "Methodology- and speech-oriented training of the future Master students majoring in Preschool Education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 9–14. http://dx.doi.org/10.24195/2617-6688-2019-3-1.
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The article is focused on the problem dealing with the methodology- and speech-oriented training of the future Master students majoring in Pre-school Education. The essence of the notion “methodological work of the educator-methodologist at a preschool institution” has been revealed; it requires, on the one hand, an excellent command of the normative literary Ukrainian language, the knowledge of the speech etiquette formulas, the culture of professional speech communication; on the other hand, ‒ the ability to provide necessary methodological assistance to the educators in implementing the content line of the Basic Component of Preschool Education (the BCPE) “Child’s Speech”, in particular, in developing various types of children’s speech and communicative competencies. The methodology as an independent science is considered in the aggregate of interconnected means, forms, methods and techniques for achieving the set educational goal. At the same time, the notion “methodology” is ambiguous; in the pedagogical science, there is a variety of phenomena: “teaching techniques”, “education methods”, “teaching methods”. The study deals with the “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue” as a discipline within the curriculum of the Bachelor courses. The course “Ukrainian Preschool Linguodidactics” is taught to the Master course students: the theory of the methodology aimed at speech development, the development of speech, artistic speech and communicative-speech activities. The phenomenon “methodology- and speech-oriented training of the future masters majoring in Preschool Education” is defined as a motivational positive predisposition to master the norms of the Ukrainian language in perfection demonstrated by the future masters; the acquisition of the content and teaching methods of the discipline “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue at pre-school institutions” by the undergraduate students (Bachelor courses students); the positive emotional and value-centred attitude to the implementation of the evaluative controlling educational and speech activities of children and educators in the process of methodological work at pre-school institutions, which allows providing educators with, on the one hand, methodological assistance and support, on the other hand, ‒ guarantees the efficiency of children’s speech development. The motivational orientation-targeted, cognitive-innovative, methodologically accompanying, reflexive and appraisal components comprise this training. The methodology- and speech-oriented training of the future masters majoring in Pre-school Education performs these functions: prognostic, stimulating, correctional, value-oriented, emotional. Keywords: masters, pre-school education, methods, orientation, educator-methodologist, Ukrainian Preschool Linguodidactics, speech development, education.
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Becker, William E. "Teaching Economics in the 21st Century." Journal of Economic Perspectives 14, no. 1 (2000): 109–19. http://dx.doi.org/10.1257/jep.14.1.109.
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The desire to reverse a downward trend in the number of undergraduates majoring in economics is an impetus to advance the scholarship of teaching economics as we enter the 21st century. This article offers suggestions for changing the concepts taught and the applications used in college and university economics courses within the United States. It provides practical methods to improve the way economics is taught. The assessment of students and the evaluation of pedagogical practices are also addressed.
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Cawthorne, Lloyd. "Invited viewpoint: teaching programming to students in physical sciences and engineering." Journal of Materials Science 56, no. 29 (2021): 16183–94. http://dx.doi.org/10.1007/s10853-021-06368-1.
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AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.
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Cao, Ping, Wei Zhao, and Wei Hong Xia. "Description of Municipal Solid Waste Treatment." Advanced Materials Research 663 (February 2013): 836–39. http://dx.doi.org/10.4028/www.scientific.net/amr.663.836.
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Our country has seen a rapid growth of municipal solid waste generation, which requires proper treatment. Therefore, there’s a great need for professionals special in municipal solid waste treatment, which makes the course of Municipal Solid Waste Treatment necessary for undergraduate students majoring in Environmental Engineering. Municipal Solid Waste Treatment is one of the main special courses offered to students whose major is Environmental Engineering. Through learning of this course, the students could grasp basic treatment technologies of MSW, e.g. pulverizing, composting, incineration, pulverizing and etc. In order to keep up with solid waste treatment nowadays, it is necessary to develop this course to improve teaching effects. Firstly, this paper described the current conditions of this course. Secondly, it offers a construction plan in adjustment of the course teaching content, enrichment of teaching methods and teaching mode, preparation of test database and exercise database and suggestion of ways to increasing teaching effect of this course.
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Sinno, Samar, and Suzanne El Takach. "The Efficacy and Relevancy of the Language Courses in the Preparation of Elementary Science and Mathematics Prospective Teachers." International Journal of Research in Education and Science 6, no. 1 (2020): 179. http://dx.doi.org/10.46328/ijres.v6i1.802.
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The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French. The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions. Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: “Language of Teaching” (FCE) and “Techniques of Expression” (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2nd and 3rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample—3rd year students majoring in science and math education, and e) a questionnaire addressed to the science and mathematics coordinators. The objective of the questionnaires is to determine the participants’ conceptions of the efficacy of the foreign language courses, and whether those courses meet the needs of the science and mathematics students. Results indicate that students were not satisfied with the language courses. Recommendations for teaching foreign languages to Science and Mathematics students are also highlighted.
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Nelyubina, Elena Georgievna, Lyudmila Vladimirovna Panfilova, and Valentina Nicolaevna Lisachkina. "Designing extracurricular environmental courses at a pedagogical university." Samara Journal of Science 6, no. 4 (2017): 239–42. http://dx.doi.org/10.17816/snv201764309.
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As educational institutions of basic and secondary education have started using federal state educational standards, a large number of extracurricular courses have been set up at educational institutions. Their aim is to organize the second half of students day, and they are termed as extracurricular courses. Subject teachers have to develop programs of extracurricular activities, which are part of the national-regional component of school curricula. The main task of such courses and classes is to develop students personal qualities, to attract their interest to various activities and disclose individual abilities. That is why a new course Designing elective courses in Chemistry (Geography) has been introduced to master students majoring in education at Samara State University of Social Sciences and Education. The paper presents the experience of teaching this course and gives some results obtained by master students in the form of developed programs and educational and methodical complexes of courses of extracurricular activities with environmental content.
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Al-Wadi, Hasan Mohsen. "Supporting EFL Students’ Learning of Theoretical English-Content Through Using an Inquiry-Based Teaching Technique." English Language Teaching 11, no. 8 (2018): 73. http://dx.doi.org/10.5539/elt.v11n8p73.
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The present study investigates the effects of implementing an inquiry-based teaching technique on motivating EFL/ESL student teachers to learn an English content-based course and to become critical toward the knowledge they are exposed to in this course. A quasi-experimental methodology of research was implemented through the one independent group design on a class of 19 students majoring in English education in the bachelor program at Bahrain Teachers College, University of Bahrain. A pre-post questionnaire was conducted to identify students’ motivations towards both the English content-based course and the proposed technique that is the inquiry-based teaching before and after the application of it. The study findings revealed positive impact of the proposed technique on increasing those EFL/ESL student teachers’ motivations toward the current course which indicates the effectiveness of this technique in motivating students to study other theoretical English content-based courses as well as supporting these students to develop new study skills that can assist them to learn and understand the content of these types of courses, which usually are theoretical.
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TONG, Xiuyu. "Effects of Blockchain Law Course Integrated Multimedia Dynamic Teaching on Students’ Learning Motivation and Learning Effectiveness." Revista de Cercetare si Interventie Sociala 74 (September 15, 2021): 33–47. http://dx.doi.org/10.33788/rcis.74.3.
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The cultivation of intellectual property right talents who bear the mission of blockchain era becomes the key in the new breakthrough of integrating blockchain and intellectual property rights to form new sources of economic growth in the new/old kinetic energy conversion. Higher education is the major way to cultivate talents. Nevertheless, blockchain law courses currently offered by international colleges and universities are developed from technology fields of technology finance, distributed systems, and cryptocurrency, but not the instruction from legal perspectives. The experimental design model is applied in this study to the experimental research of students majoring in intellectual property rights in the same grade from same-level schools in Guangxi. Total 170 students are preceded the 16-week blockchain law knowledge on-campus experimental teaching. The research results show significant correlations between blockchain law course integrated multimedia dynamic teaching and learning motivation, remarkable correlations between blockchain law course integrated multimedia dynamic teaching and learning effectiveness, notably positive effects of learning motivation on learning effect in learning effectiveness, and significantly positive effects of learning motivation on learning gain in learning effectiveness. According to the results, suggestions are proposed, expecting to cultivate domestic students majoring in intellectual property rights, from legal vision, establishing the systematic way of thinking and knowledge system from know-why, to practical application, and then to legal regulations to enhance the learning effect of blockchain law knowledge and core skills to solve blockchain law issues of students majoring in intellectual property rights.
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Shi, Jian Jun, Duo Tian, and Qi Feng Zhao. "The Status Analysis and Suggestions of Graduation Practice for Undergraduates Majoring in Mining Engineering." Advanced Materials Research 962-965 (June 2014): 3037–40. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3037.
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Graduation practice, which is carried on after the students have completed all the major courses, is an important part of practical teaching. It is the basis of graduation design and thesis. We took students to a mine in Zhang Village, located in the middle energy area of Hebei Province, and realized some problems existing in the practice of mining engineering. In this paper, we propose some measures adopted in the practice and their effects. Furthermore, we propose some suggestions for improvement.
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Wen, Jin, and Fengyang Fu. "English Teaching Courses for Students Majoring in Occupational Health in Higher Vocational Education Based on Virtual Reality." Journal of Physics: Conference Series 1881, no. 4 (2021): 042020. http://dx.doi.org/10.1088/1742-6596/1881/4/042020.
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Liu, Tao. "Research of the Experimental Teaching about IPSec Protocol Based on Transport Pattern." Applied Mechanics and Materials 599-601 (August 2014): 2003–6. http://dx.doi.org/10.4028/www.scientific.net/amm.599-601.2003.
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As a result of the limitation of teaching equipment hardware conditions, server configuration and management of the experimental teaching is hard to finish involving multi-homed host and multiple IP subnets network experiment. Aimed at the problem existing in the experimental teaching and the characteristics of the server configuration and management courses use the VMware virtualization technology to build a virtual network to IPSec protocol based on transport pattern between multiple subnets experiment teaching. A real trial of experimental teaching is conducted among the 12-year students majoring in computer network in Zheng zhou Normal University, and the students provide a good feedback.
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Mailani, Elvi, Akden Simanihuruk, and Imelda Free Unita Manurung. "THE DEVELOPMENT OF MATHEMATICS TEACHING MEDIA ‘OPUNG HANS’ BASED ON IAI." Journal of Community Research and Service 3, no. 2 (2019): 82. http://dx.doi.org/10.24114/jcrs.v3i2.15955.
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The aim of this research is to develop a media for learning mathematics in "Opung HAN" elementary school based on Interactive Audio Instruction (IAI) for students majoring in UNIMED elementary school teacher education. The IAI-based "Opung HAN" fraction media was compiled based on observations during the learning and analysis conducted on the dictates of high-class mathematics education courses and interviews conducted with elementary school teacher education students, where teachers were very difficult to convey material related to fractions, The teacher does not know what media to use in teaching broken material. On the other hand, in the high school mathematics education textbook, there is also no media / teaching aids that can be used to teach fractional material. The specific purpose of this research is: developing IAI-based "Opung HAN" fraction media which will later be used by students majoring in primary school teacher education in teaching fraction material when they later become a teacher. This research uses development research (Developmental Research). The subjects of this study were students majoring in primary school teacher education at the State University of Medan. In the initial stage, observations were made during the learning process, analysis of the dictates of high-level mathematics education courses and continued with interviews with students. From the results of these observations and interviews, an initial draft of the IAI-based "Opung HAN" fraction was compiled. Furthermore, the initial design of the IAI-based "Opung HAN" fraction media was validated by a team that aimed to assess the quality of these elementary mathematics learning media fractions so that the fractional media became effective learning media which would later be used by lecturers and students in the lecture process.Keywords : IAI, Fraction media, math learning.
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Wyche, Karen Fraser. "Teaching the Psychology of Women Courses in Another Discipline." Psychology of Women Quarterly 22, no. 1 (1998): 69–76. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00142.x.
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A survey of course titles in African American Studies departments and programs was conducted to examine the course offerings on the psychology of women, the psychology of African American women, and other areas of psychology as well as courses on gender from other disciplines. A total of 82 programs or departments of African American Studies and 182 courses were listed. The course discipline was stated in the majority of courses, with psychology having the most courses. Only a small percentage of the psychology courses listed gender in addition to race in the title. Of those courses listed in psychology, the majority were in social, developmental, or clinical psychology. The disciplines of English, sociology, history, and political science had listings of courses with both gender and race titles. This small survey indicates that the psychology of women has not had much influence on the curriculum of African American Studies. Possible reasons for this are discussed, as are solutions to this problem.
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Schcibelhut, Carolyn. "I Do and I Understand, I Reflect and I Improve." Teaching Children Mathematics 1, no. 4 (1994): 242–46. http://dx.doi.org/10.5951/tcm.1.4.0242.
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“I hear and I forget. I see and I remember. I do and I understand.” In my college methods course on teaching and learning mathematics, my goal is to prepare prospective elementary teachers to meet the challenge of implementing the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). My colleagues agree that it is important for our students majoring in education to develop understanding by “doing,” so our students are given the opportunity to plan and teach lessons in a clinical classroom during live semester in which they take their methods courses.
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Dai, Yin. "O2O Iterative Project-based Teaching Model for Literature Course." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (2020): 80. http://dx.doi.org/10.3991/ijet.v15i16.15711.
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As a main course of Chinese language and literature major in colleges, Literature Course is one of required courses for students majoring in journalism, hosting and broadcasting, which can cultivate students’ favorable humanistic quality and promote their specialty development. However, some problems exist in traditional teaching process, such as low interest in linguistics, insufficient interaction between teachers and students, and single evaluation system. Starting from Merrill’s chief teaching principle and aiming at teaching deficiencies of Literature Course, this study innovatively introduced O2O iterative project-based teaching model to establish an iterative teaching model based on online and offline integration. In combination of the question-based teaching method, four teaching steps including “construction, guidance, tutoring and introspection” were designed under the cooperation of O2O space environment and collaborative mechanism, and a brand-new implementation framework for linguistics teaching was tentatively constructed. To test the effect of this teaching mode, classification and regression tree (CART) algorithm of data mining technology was applied to compare and evaluate teachers’ teaching ability before and after the implementation of this teaching mode. It is found that, this teaching reform contributes to cultivating students’ critical thinking and innovation ability, and enhancing their academic research spirit and ability of language theory application.
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Lo, Chih-Cheng, Ming-Hsien Hsieh, Hsiao-Hsien Lin, and Hsu-Hung Hung. "Influences of Flipped Teaching in Electronics Courses on Students’ Learning Effectiveness and Strategies." International Journal of Environmental Research and Public Health 18, no. 18 (2021): 9748. http://dx.doi.org/10.3390/ijerph18189748.
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The potential influence of the COVID-19 pandemic has changed the status of school education and further accelerated the revolution of regular teaching method. This study compared the learning effectiveness and learning strategies of vocational high school students in flipped teaching and traditional teaching modes. By adopting flipped teaching on an electronics course throughout the entire academic year, this study aimed to explore the effect of learning strategies of the students under flipped teaching. The subjects of this study were 85 sophomore students majoring in Electrical Engineering. This study randomly selected one class as the control group (n = 43), and adopted the regular teaching method while another class was selected as the experimental group (n = 42), and employed the flipped teaching method. This study used the “Learning strategy scale of students in vocational high schools” as the instrument. The students’ scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. Moreover, they made notable changes in their learning strategies, including “learning motivation”, “reading and exams”, “self-testing”, and “problem solving strategies”.
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Sharzadin, Adilzada, Issatay Utebayev, Nazym Syzdykova, et al. "Teaching Internship in Math Teacher Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (2019): 57. http://dx.doi.org/10.3991/ijet.v14i12.10449.
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Given the current requirements for teaching internship, the issue of improving bachelor's preparation for math teachers may be considered relevant. Thus, the purpose of this research is to analyze the process of preparing bachelors majoring in math teaching within the system of higher education in the Republic of Kazakhstan. The existence of various programs and special courses on math teaching points to a high significance of specialist training for the current education system in Kazakhstan. Various advanced courses on math teaching were mainly aimed at improving the students’ results in final assessment in mathematics, as well as at developing their skills through teaching internships. A comparison we were made between modern teaching internship and the relevant experience in the 20th century. The students of Karaganda E.A. Buketov State University were offered to answer the questionnaire – the science and math test. Their answers were used as a basis for our analysis and conclusions. The share of students who have successfully completed educational programs in science and mathematics was 80%. The materials of this article can serve as a basis for further researches on the elaboration of industrial and teaching internship programs for various fields of bachelor’s preparation.
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Wang, Jianfei. "The Influence of Micro-teaching on Teaching Abilities of Students Majoring in Physical Education in Physical Schools." E3S Web of Conferences 251 (2021): 03077. http://dx.doi.org/10.1051/e3sconf/202125103077.
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There are several of teaching methods used in the course of teaching, process, the implementation process and the implementation of the teaching results. Quite a large number of teaching methods are popular in education course nowadays, for example, situational teaching method, play method, direct method, happy teaching, translating, expository method, function method, communicative approach, discussion method, import method, cooperating study, exploring study, task-based teaching method, task-based language teaching, five-step method, and RPCPP. As these methods refer, class participation, demonstration, recitation, memorization and combination [1] are all included in the teaching methods. The choice of teaching methods is used to be depending mainly on the course, including the content of this course, the audience of this course, the teachers of this course, the skills or lessons of this course, and most importantly, the influence that the course want to bring.
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Druzhchenko, Tetiana, and Olena Tkachenko. "Teaching English Speaking Skills to the First-Year Students Majoring in Oriental Philology." АRS LINGUODIDACTICAE, no. 3 (2019): 57–64. http://dx.doi.org/10.17721/2663-0303.2019.3.08.
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The publication is a detailed lesson plan on the topic “The Power of Words” within the discipline “General course of Western European language”. Meant for the first-year students majoring in Oriental Philology, the course aims at developing English communicative competence through enhancing reading, listening, writing and speaking skills. All the exercises and the tasks suggested in this lesson meet the basic principles of communicative, student-centered approach to teaching foreign languages. The lesson focuses on interactional skills in the first-year students majoring in philology.
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Odaryuk, Irina Vasilievna. "Teaching business foreign language communication in master's courses at railway transport university." Samara Journal of Science 7, no. 4 (2018): 339–44. http://dx.doi.org/10.17816/snv201874310.
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The paper explains the necessity of new professional training requirements. The role of foreign languages at higher educational institutions is emphasized, which is reflected in the Federal National education standards. The paper dwells upon approaches and peculiarities of developing a competence-based model of teaching business foreign language communication to postgraduate students of the railway transport university. The paper gives examples of tasks and teaching technologies, used by the author in the process of implementing the teaching programmes for postgraduate students of the railway transport university. The above-mentioned model is viewed as a complex of linguistic, communicative, culturological, psychological and professional components. The characteristic features of teaching a foreign language to postgraduate students of technical universities are researched. The grounds for using an interdisciplinary approach in teaching a foreign language for business communication are considered. The interdisciplinary approach allows to integrate students knowledge and skills acquired in the process of studying other subjects and to successfully implement them in mastering a foreign language and developing a competence in business foreign language communication. The paper gives an overview of the study guides developed by teachers of Foreign Languages Department of the Rostov State Transport University for postgraduate students majoring in technical subjects. The perspectives of further research are defined.
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Drahinda, Olha. "TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY." АRS LINGUODIDACTICAE, no. 4 (2019): 50–54. http://dx.doi.org/10.17721/2663-0303.2019.4.07.
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The publication presents a detailed lesson plan on the topic “Every Generation is the Product of their Times” within “General course of Western European language” for the first-year students majoring in Oriental Philology. The lesson is aimed at enhancing English vocabulary on the topic, improving listening, speaking, and writing skills as well as at developing critical thinking in the first-year students majoring in Oriental philology. All the activities developed by the teacher meet the basic principles of communicative, student-centered approach to teaching foreign languages.
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Nonnecke, Gail R. "165 Learning Communities in Horticulture Enhance Student Learning." HortScience 34, no. 3 (1999): 470E—470. http://dx.doi.org/10.21273/hortsci.34.3.470e.
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A learning community was developed for first-year students majoring in horticulture at Iowa State Univ. in 1998. Learning communities are a curriculum design that schedules courses for both students and faculty to encourage community and connections among students, between students and faculty, and among faculty. Learning communities can offer students more opportunities for interactions among each other, academic assistance through supplemental instruction and/or group study sessions, and planned horticulture-related activities, all of which are important for success and retention of first-year students. First-year students in the horticulture learning community enrolled in the same courses and sections of five courses. The first-year English composition course was linked to the second-year principles of horticulture course that requires writing-across-the-curriculum activities. Faculty mentoring was provided through local field trips to horticultural sites of keen interest to the students. Academic environment survey results showed students rated their expectations highly for developing a network of other students as a resource group and for learning cooperatively in groups. Iowa State Univ. supports learning communities by providing faculty development and facilitating course registration, peer mentoring, supplemental instruction for challenging core courses, and academic and student services, to strengthen undergraduate teaching programs within and outside of the classroom.
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Gao, Caiyun, and Jingyan Wang. "Mobile Teaching of Digital Mapping Based on the WeChat Official Account Admin Platform." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (2017): 56. http://dx.doi.org/10.3991/ijet.v12i07.7225.
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Digital mapping is a core and basic course for students who are majoring in Surveying and Mapping Engineering. The traditional teaching model, which is limited by classroom size, credit hours, and many other factors, can barely meet the teaching demands of a modern classroom. The continuous optimization of mobile techniques and the mobile environment has been witnessed in recent years. Several mobile terminals have emerged, which strongly support the future of micro-learning of digital mapping. This study builds a mobile digital mapping teaching system to explore effective learning models for mobile terminals. Content analysis is combined with questionnaire survey to analyze the basic characteristics of learners, learning content, learning behavior, and learning effects. Results suggest that the WeChat official account admin platform plays a positive role in attracting learners, spreading micro-content, promoting personalized learning, and evaluating real-time learning effects. In summary, this study enriches research on mobile teaching and provides teachers with new perspectives in teaching digital mapping and other specialized courses to Surveying and Mapping Engineering majors.
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Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.
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The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific (global or planetary) role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette (verbal and non-verbal) in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English.
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Zhao, Wen Dong, and Hai Yan Zhou. "Based on Project-Driven ASP.NET Teaching Research and Exploration." Advanced Materials Research 989-994 (July 2014): 5057–61. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5057.
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With the popularization and promotion of the Internet, ASP.NET has gradually become the mainstream of development platform for WEB application. At present, most colleges and universities have opened the door for students majoring in computer courses. Because of the complex of ASP.Net teaching and the teaching target key requirement to cultivate the students’ ability of practice, the traditional mode is not applicable to the teaching of Theory of teaching. So, this article made based on the project - driven ASP.Net Teaching. By teachers in selecting suitable project topics, the teacher according to the project needs to explain the knowledge of ASP.NET and ultimately by the students to complete the design and development of the entire project in teaching. Practice has proved that the project-based driving teaching method for students’ active learning teaching content and improve students' ability to analyze and solve problems.
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Zbaravska, Lesia, Olha Chaikovska, Ruslana Semenyshena, and Viktor Duhanets. "Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy." Independent Journal of Management & Production 10, no. 7 (2019): 645. http://dx.doi.org/10.14807/ijmp.v10i7.912.
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This study reports on interdisciplinary approach to teaching physics to the students majoring in agrarian and mechanical engineering. Physics plays a crucial role in mastering major disciplines by students of technical universities. Ukrainian higher education provides primarily mono-disciplinary approach to teaching academic and major subjects, so called teaching isolated disciplines. The interdisciplinary aspect of teaching physics corresponds to the requirements of modern society to educate competitive and qualified specialists in agricultural and engineering spheres. The study aims at defining the essence of interdisciplinary links between physics and major subjects, at specifying the peculiarities of job-focused physics tasks, at demonstrating the necessity of implementation the professional context in the process of studying. The paper investigates this issue by analyzing, comparing, systematizing the pedagogical literature.The study is based on monitoring and pedagogical experiment that proved the insufficient level of professional orientation of physics course. Pedagogical experiment was carried (out from 2014 to 2017). The students of State Agrarian and Engineering University in Podilya, Tavriyskiy State Agrarian University majoring in Agrarian Engineering and Agronomy and the students of Sumy National Agrarian University majoring in Agricultural mechanization took part in the survey. The sample involved 150 students. The study demonstrated such advantages of interdisciplinary approach to teaching physics through occupation-based task scenarios as student engagement and highly qualified specialists, subject interaction. The results of the experiment showed the insufficient level of professional competence of physics course. The material in this article, he patterns of physics course tasks accompanied by illustrations for students of mechanical engineering and agrarian departments, in particular, can be used in educational process.
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Shagdarsuren, Solongo. "ENGLISH LEARNING MOTIVATING AND DEMOTIVATING FACTORS AMONG POST-SOCIALIST MONGOLIA'S FUTURE ENGLISH TEACHERS." Englisia: Journal of language, education, and humanities 7, no. 2 (2020): 194. http://dx.doi.org/10.22373/ej.v7i2.6623.
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A declining number of credit hours of English courses for English-majoring students at the National University of Mongolia lead teachers and students to focus on effective English education and what factors would affect it within credit hours allowed at the university. Meanwhile, English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the national interest in learning English, resulting in a greater demand for English teachers. This study investigated the motivation of Mongolian English-majoring students towards learning English and the factors affecting them to be demotivated. A total of 20 students majoring in English teaching at the National University of Mongolia, Erdenet School of the 2019-2020 academic year completed the questionnaire on English learning motivation and attended focus group interviews. The findings showed that the students had instrumental orientation and demonstrated a strong desire to learn English. However, they felt demotivated by their teachers' and classmates' attitudes and living situations. The researcher recommends that the students and the teachers create a conducive environment in the classroom, where the students can feel comfortable despite making mistakes, and also suggests other practical takeaways given this post-socialist English learning environment.
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Loike, John D., Brittany S. Rush, Adam Schweber, and Ruth L. Fischbach. "Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics." CBE—Life Sciences Education 12, no. 4 (2013): 701–10. http://dx.doi.org/10.1187/cbe.13-01-0012.
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Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre–health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically address these bioethical dilemmas. These courses incorporate innovative pedagogical methods, case studies, and class discussions to stimulate the students to think creatively about bioethical issues emerging from new biotechnologies. At the end of each course, each student is required to submit a one-page strategy detailing how he or she would resolve a bioethical dilemma. Based on our experience in teaching these courses and on a qualitative analysis of the students’ reflections, we offer recommendations for creating an undergraduate science-based course in bioethics. General recommendations include: 1) integrating the science of emerging biotechnologies, their ethical ramifications, and contemporary bioethical theories into interactive class sessions; 2) structuring discussion-based classes to stimulate students to consider the impact of their moral intuitions when grappling with bioethical issues; and 3) using specific actual and futuristic case studies to highlight bioethical issues and to help develop creative problem-solving skills. Such a course sparks students’ interests in both science and ethics and helps them analyze bioethical challenges arising from emerging biotechnologies.
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SMYDRA, RACHEL V., KATIE MYSEN, and KATIE LIEDER JOSTOCK. "Educating Educators: Implementing Quality Online Teaching Certification Programs." Michigan Academician 45, no. 2 (2018): 329–46. http://dx.doi.org/10.7245/0026-2005-45.2.329.
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ABSTRACT The online teaching platform has a firm foothold on many university campuses. With the majority of schools now offering online courses, e-learning facilitators have been creating and offering online certification programs that instruct and motivate teachers to design courses using best practices in order to deliver quality online courses. Completing an online certification course provides the best opportunity for flexible, collaborative learning in addition to offering the following benefits to instructors: educating instructors on technology options, establishing learning objectives, constructing an online presence, building a sense of community online, avoiding information dumping, and employing pedagogical tools to instruct and challenge students. Instructors also benefit from creating their own practice courses to employ what they have learned in a peer-review process where fellow classmates assess the quality of the courses. Lastly, and perhaps most importantly, faculty members interact with their course materials from the unique perspective of a student, creating a metacognitive space for faculty to understand more deeply their students' learning processes. Many platforms exist for training faculty, but a virtual professional learning committee constructed and managed by an institution's e-learning facilitators serves faculty the best. As a result, higher education institutions should encourage and incentivize all instructors who teach in an online platform to participate in and complete a quality online teaching certification course.
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Zhang, Min. "The Application of Corpus Tools in the Teaching of Discipline-Specific Academic Vocabulary." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 4 (2013): 33–47. http://dx.doi.org/10.4018/ijcallt.2013100104.
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This article concerns a corpus-based lexical study that is aimed at teaching academic vocabulary to address the specific needs of Chinese undergraduates majoring in information engineering. A 1,024,882-word corpus of Information Engineering English Corpus (IEEC) was built on the basis of university-level textbook materials drawn from ten compulsory courses for information engineering students. A quantitative analysis was carried out to seek for an optimal frequency threshold for extracting frequently occurring academic vocabulary specific to the discipline of information engineering based on Coxhead’s Academic Word List (2000). An innovative 2-dimensional categorization of AWL for EAP students was adopted in the study. As a result, a 100-word highly frequent core AWL and a 147-word frequent AWL were compiled for IEEC under two parameters of lexical frequency and specificity to individual sub-corpora. The present study further explored the application of corpus tools to highlight and effectively teach the discipline-specific academic vocabulary and collocations to promote learners’ autonomy and enhance their lexical competence in the study of specialized courses.
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Matyunina, Daria Stanislavovna, and Mariya Viktorovna Nozdracheva. "On the effectiveness and role of university elective modules of artistic orientation: the experience of implementing the elective module “Theory and Practice of Contemporary Art" in Moscow City Pedagogical University." Педагогика и просвещение, no. 2 (February 2021): 77–91. http://dx.doi.org/10.7256/2454-0676.2021.2.35469.
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This article describes the practical experience of a group of pedagogues, organizers of the elective module “Theory and Practice of Contemporary Art” in Moscow City Pedagogical University (D. S. Matyunina, M. V. Nozdracheva, M. A. Semenova). The authors share their opinion on the role and effectiveness of the system of elective modules in modern university education, outline the primary tasks, and discuss the peculiarities of teaching general university courses of artistic orientation. The focus attention is the questions of motivation of students, who chose the module, possibility of flexible arrangement of the content of disciplines thereof in accordance with attainment level and requests of the student audience. The researchers assume that elective courses allow the students to adjust the content of their professional education. Based on the three-year experience of conducting a joint elective course, the co-authors conclude that elective courses can expand the professional competencies of students in adjacent fields, as well as give confidence to the students majoring in other disciplines to change their own educational trajectory. The article is addressed to the pedagogues and students of higher education institutions.
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Yeromenko, Olha. "Current state of educational services provision to future masters of educational institution management." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (2020): 179–87. http://dx.doi.org/10.24195/2617-6688-2020-2-23.
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The article raises the topical issue of training competitive professionals capable of working under modern market conditions. The transition to market relations changes the education policy and the system of educational services provision. The professional destiny of a future manager and the success rate of an educational institution depend on the quality of providing educational services to graduate students specialised in educational institution management. The purpose of the article is to analyse the results of a survey of graduate students aimed at determining the status of educational services given within the specialty 073 "Management" (specialization "Educational Institution Management") in various higher education institutions of Ukraine. Monitoring the state of the educational services provided to graduate students majoring in educational institution management has been carried out on the basis of general scientific and empirical cognition methods: comprehensive study of quality training of master-course students, observation, survey in the form of questionnaires, analysis of graduate students’ responses, analogy. The criteria enabling graduate students to assess the quality of educational services provided by higher education institutions have been defined: the fundamental nature of training; level of knowledge and experience of teaching staff; organization of the educational process; culture and communication level of teachers; reaction of teachers and administration of higher education institution to further demands of graduate students, etc. On the basis of the analysis and generalisation of the processed material, the basic demands of master-course students majoring in educational institution management for increase in the level of educational services have been defined: decrease in theorising of educational material; practice orientation; increase in the use of interactive teaching methods by teachers; expansion of the list of optional courses; increase in opportunities for individual counselling at a convenient time; involvement of leading specialists, experts, experienced educational institution managers in teaching; improvement of facilities and resources of an institution; increase in the level of additional educational services provision in higher education institutions. According to the results of the study, it has been concluded that it is necessary to establish a flexible system of training master-course students majoring in educational institution management.
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P. Simon, Michael. "Students’ Learning Activity Preferences in Korean Tertiary EFL Courses." Journal of Education and Development 4, no. 1 (2020): 1. http://dx.doi.org/10.20849/jed.v4i1.700.
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The idea of student-centered learning and education has been sweeping through teaching pedagogy for a number of years, with a heavy emphasis in the realm of ESL/EFL. Students have been given the ability to choose topics, and overall classroom atmosphere in the goal of increased student engagement and participation. However, the specific activities students would prefer to engage in has not been researched extensively. The present study examined the learning activity preferences of college students majoring in languages and non-languages in a college EFL classroom in Korea. Students were given a survey which assessed three different parts: their perceived English abilities, their preferences in teacher quality and classroom, and their preferences in activities. The data obtained indicated that students prefer a class which incorporates free-talking as an activity and as an overall methodology. These findings allow teachers to focus specifically on what students would like to practice in a classroom, but also leave a large gap for teachers to fill in terms of how to implement said quality into an entire curriculum.
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Chen, Jian, Junhai Zhou, Yong Wang, et al. "Blended learning in basic medical laboratory courses improves medical students’ abilities in self-learning, understanding, and problem solving." Advances in Physiology Education 44, no. 1 (2020): 9–14. http://dx.doi.org/10.1152/advan.00076.2019.
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Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students’ perceptions of whether blended laboratory courses are helpful for them in overcoming the difficulties they experience. Blended laboratory courses were taken by medical students at Guilin Medical University. Approximately 71.1% of the students agreed that online lecture courses improved their understanding of threshold concepts and the underlying theories. The majority of the students (63.01%) held the opinion that the blended laboratory courses were more effective than other types of courses in achieving the knowledge goals. The majority of the teachers believed that students’ interest in experimentation operations, hands-on abilities, confidence, and other factors were greatly improved compared with those of students taught using the traditional teaching model (face to face). In addition, the average scores for the quizzes of laboratory courses were significantly improved in the blended learning method compared with the traditional learning method. Blended laboratory courses are successful and welcomed by both students and teachers in undergraduate laboratory courses.
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Elsamanoudy, Ayman Z., Rasha Abou-Kamer, Fatma M. Ghoneim, Sherif El-Saadany, Mona A. Soliman, and Mohammed A. Hassanien. "Faculty development needs assessment for online teaching." International Journal Of Community Medicine And Public Health 5, no. 12 (2018): 5063. http://dx.doi.org/10.18203/2394-6040.ijcmph20184778.
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Background: Academic staff members, who are responsible for teaching and training, should be aware of the principle of online course design, development, and implementation. The aim of this study is to evaluate instructors’ skills and needs for conducting distance learning healthcare courses, including the level of assistance they need to implement and use online and software tools in online courses.Methods: The current study applied online faculty survey used by the Center for Teaching Excellence, University of South Carolina to assess the faculty’s instructional technology needs for training and support. The survey asked faculty staff about a broad number of classroom and online technologies, with a helpful response scale that reveals not only what the faculty is already using, but also what the instructors want to use and what they need help with.Results: The results of this study revealed a significant need of faculty staff members for the training and development of their skills in almost all tools used for conducting online courses. The female responder was higher than males. Regarding the use of software, although the majority of participating staff members in this study use almost all software tools required for conducting online healthcare courses, they expressed a need for help in developing new ideas to use the software effectively.Conclusions: From this study, it could be concluded that it is essential to organize comprehensive faculty development training courses for staff members to help them in conducting their online courses or converting their face-to-face courses to blended courses effectively.
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Alencar, Neiva Gomes de, Sylvia Helena Souza da Silva Batista, and Lídia Ruiz-Moreno. "Women's health education in undergraduate nursing courses." Revista Latino-Americana de Enfermagem 15, no. 2 (2007): 355–57. http://dx.doi.org/10.1590/s0104-11692007000200025.
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This article aimed to analyze the Women's Health Education in the Nursing courses in São Paulo, SP, Brazil, characterizing faculty members and the pedagogical processes implemented. A questionnaire was carried out with 17 professors responsible for the teaching. It was possible to observe good qualification of the faculty members, in its majority with teaching experience superior to five years. In addition, most of the professors have teaching education with partial dedication to teaching and research or work per hour. The denomination "Women's Health Nursing Assistance" is adopted by the majority of courses. The pedagogical processes tend to extend conceptual references, keeping expositive classes as the main teaching strategy and written tests are the most applied evaluation method. The teaching of woman's health presents, therefore, a more critical perspective about woman's health with the participation of graduate professors and learning situations that integrate both the transmission and the active construction of knowledge.
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Han, Lori Cox, and Caroline Heldman. "Teaching Women/Gender and Politics: Current Trends and Challenges." PS: Political Science & Politics 52, no. 03 (2019): 531–35. http://dx.doi.org/10.1017/s1049096519000155.
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ABSTRACTThe study of women and US politics, as well as the role that gender plays in the broader political context, represents a significant contribution to the discipline of political science. Undergraduate courses on women/gender and politics continue to evolve as more innovative pedagogical approaches emerge. We considered the current trends and challenges related to teaching an undergraduate women/gender and politics course within political science. Through a survey of instructors, we assessed contemporary pedagogical approaches that reflect common learning outcomes, instructional resources that are available to undergraduate instructors, and challenges that instructors face in both offering and teaching this course. We found that institutions generally consider women/gender and politics courses to be tertiary parts of the curriculum and that a majority of faculty who teach these courses face pushback from students in ways that dismiss the importance of studying gender as a variable in political science.
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Glaze, Amanda. "Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science." Education Sciences 8, no. 1 (2018): 12. http://dx.doi.org/10.3390/educsci8010012.
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It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.
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Forgey, Mary Ann, and Anna Ortega-Williams. "Effectively Teaching Social Work Practice Online: Moving Beyond Can to How." Advances in Social Work 17, no. 1 (2016): 59–77. http://dx.doi.org/10.18060/20877.
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Schools of social work are increasingly developing online courses and programs. While the majority of research comparing online and face–to-face courses has found equivalent outcomes, skepticism still exists, particularly about the ability to teach practice courses effectively online. This study adds to the growing body of research within social work that specifically examines the comparative effectiveness of online and face-to-face practice courses. Using an anonymous survey, 23 face-to-face and 12 online students enrolled in two separate sections of social work generalist practice rated the quality of the learning environment, the extent to which the course objectives were met, and the effectiveness of the teaching strategies from the students’ perspective. In addition, scores on assignment rubrics and student course evaluations were also compared. Results indicate no significant differences in learning outcomes as measured by assignment rubric scores, student perceptions of the extent to which learning objectives were met, the quality of the learning environment, and the effectiveness of five of the six teaching strategies used. We recommend that research moves beyond determining if online practice courses are as effective as face-to-face courses, and instead focus on a closer examination of the factors responsible for teaching effectiveness.
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Xhaferi, Brikena, and Gëzim Xhaferi. "Online Learning Benefits and Challenges During the COVID 19 - Pandemic-Students’ Perspective from SEEU." SEEU Review 15, no. 1 (2020): 86–103. http://dx.doi.org/10.2478/seeur-2020-0006.
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Abstract Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.
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Kokhan, Roksoliana, Lidiia Matsevko-Bekerska, and Yuliia Lysanets. "Conversation Analysis Tool as an Effective Means for Teaching the University Courses of English and World Literature." Arab World English Journal 11, no. 4 (2020): 307–18. http://dx.doi.org/10.24093/awej/vol11no4.20.
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This paper aims to demonstrate the effectiveness of the Conversation Analysis Tool in the context of teaching world literature to senior students majoring in English philology. The authors present their experience of undertaking a three-month online course “Constructive Classroom Conversations: Mastering Language for College and Career Readiness,” hosted by Stanford University, and discuss the benefits of applying this tool at universities. The study describes the basic mechanisms of the Conversation Analysis Tool aimed at developing specific communication skills in students of English for Speakers of Other Languages. The central research question is whether this method is as feasible for teaching literature as it is for language classrooms. The authors demonstrate their takeaways from applying this technique in teaching world literature, namely, analyzing literary dialogues in different classroom activities. The research findings indicate that the Conversation Analysis Tool is an efficient method for the formative assessment of senior students in the world literature classroom. This technique helps students reveal the pragmatic features of fiction dialogues, the writer’s narrative intentions, and the reader’s expected reception. The suggested method also demonstrates students’ progress in the studied topics and identifies possible gaps in mastering the educational content. The significance of the study extends beyond the specified context, as the search for novel instruction techniques targeted at improving communication skills in the 21st-century globalized world is relevant for any educational sphere. Consequently, the research findings of this paper can be applied in different teaching settings.
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Shcherba, Nataliia. "THE APPLICATION OF ELECTRONIC MEANS OF TEACHING IN WOULD-BE EFL TEACHERS' PROFESSIONAL TRAINING FOR TEACHING LEARNERS WITH DISABILITY." Academic Notes Series Pedagogical Science 1, no. 192 (2021): 151–55. http://dx.doi.org/10.36550/2415-7988-2021-1-192-151-155.
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Since 2018, inclusion has become an integral part of current educational landscape in Ukraine. Children with various special educational needs are being enrolled into mainstream schools and are to be taught effectively by subject teachers. Thus, the significance of relevant customized teacher training is understandable. In the same time the courses aimed to prepare would-be teachers for inclusion (like the one designed by the author of this article) are mostly classroom-based. Although, in educational conditions created by COVID-19 pandemic it is crucial to adjust them to distance learning format by choosing relevant pedagogical and electronic technologies. The course that has served an example of such adjustment is called «Foreign language education of children with special needs». It has been delivered in Zhytomyr Ivan Franko University since 2018–2019 to master degree students majoring in Secondary education (Language and literature (English)). The course exploits such pedagogical technologies, methods and techniques as: interactive workshops, case studies, Socratic technique, problem-solving and project methods. The chosen ICTs include: online conferences in Zoom, virtual learning classroom in Edmodo, WebQuests in Zunal and interactive exercises in LearningApps. The article analyzes advantages and disadvantages of these electronic means of learning from the perspective of 2 criteria: the possibility to meet all the requirements / solve all the potential problems of instructional process, and to ensure its practical orientation. The conclusion made by the author states that functions of the electronic means mentioned above are sufficient to meet both criteria. Supplementing each other's function these platforms allow academics to organize educational information exchange, control and evaluation both in synchronic and asynchronic modes. The engagement of case-studies as a part of classroom and home assignments serve the basis for quasi-professional activities. The latter provide the practical orientation of the instructional process.
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Miller, Kevin J. "An American Professor in Armenia: Reflections on Special Education, Speech-Language Pathology, and University Teaching." Communication Disorders Quarterly 40, no. 3 (2018): 156–66. http://dx.doi.org/10.1177/1525740118789131.
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The author recounts his experience as a Fulbright U.S. Scholar in the Department of Special Education at Armenian State Pedagogical University in Yerevan during the fall of 2016. He describes the Fulbright U.S. Scholar Program, especially as it pertains to Armenia, and explores the current state of special education in Armenia, specifically inclusion and its impact on students, families, and faculty. The author describes courses he taught for students majoring in speech–language pathology or the education of students who are deaf or hard-of-hearing as well as guest lectures given in Yerevan and elsewhere in Armenia. In addition, he describes a research project he initiated at an elementary school in Yerevan. He concludes with insights gained from this experience.
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Qing, Luo. "A Sophomore Questionnaire Research on the Innovation Learning Demands of “Principle” Course." Journal of Asian Research 4, no. 2 (2020): p44. http://dx.doi.org/10.22158/jar.v4n2p44.
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The innovation learning demands of sophomore students taking “principle” course in China are explored through questionnaire. Descriptive statistics, independent sample T-test and comparing study, are used to verify demand-side opinions about innovation education in the “principle” course. Around 94% sophomore student want the courses reformed by innovation education, to improve the innovation spirit and enhance the innovation ability, without significant gender difference. The majority sophomore students demand specific teaching resources of communist innovative model and in the form of gameplay teaching. And the “principle” innovative model education applied in curriculum, can enhance the supply-side structural reform of ideological and political courses. The Findings can be applied in the curriculum design, by furthering the combination of “principle” innovative model teaching resources with gameplay teaching form.