Relevant bibliographies by topics / University of Buea

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University of Buea'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "University of Buea"

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Ngwana, Terfot Augustine. "University Strategic Planning in Cameroon." education policy analysis archives 11 (December 12, 2003): 47. http://dx.doi.org/10.14507/epaa.v11n47.2003.

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This article argues that the global, regional, and local realities can complement rather than contradict each other in the process of strategic planning for universities in Sub-Saharan Africa (SSA). Using the case of the University of Buea in Cameroon, it attempts to use the global trends of polarisation in knowledge production capacity as an input or tool for identifying strategic choice in the process of strategic planning in institutions. The national policy background is used to highlight the context and inherent role of the central government in the process of institutional strategic planning.
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Chiatoh, Blasius A., and Clovis N. Nkwain. "Attitude of Francophone Students towards Pidgin at the University of Buea (UB)." International Journal of Linguistics, Literature and Translation 3, no. 11 (2020): 87–93. http://dx.doi.org/10.32996/ijllt.2020.3.11.8.

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Although English is the official language of the University of Buea (UB), Cameroon Pidgin English (CPE) is quite commonly used on campus, particularly in extra curricula situations by Anglophones, who have it as their language of wider communication (LWC). However, Francophone students, some of whom meet CPE for their first time upon enrolment, tend to manifest much dislike for this language. Faced with the challenge of maximising the opportunities for learning and studying in English, a language in which they have limited spoken and written competence in, they view CPE as a sub-standard code, indeed, an impediment to the English language learning process. This paper surveys Francophone students’ attitudes towards CPE at UB with focus on the underlying motivations for these attitudes. Data was elicited from a questionnaire administered to first-year Francophone students. The findings evince that Francophone students harbour unfriendly attitudes towards CPE.
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Oben, B. O., A. F. Narika, M. A. Arrey, J. Ebobenow, and M. P. Oben. "Boosting fish production in Cameroon: Incorporated fish-rice farming versus earthen pond fish culture in Buea, Mount Cameroon region." Tropical Freshwater Biology 29, no. 2 (2021): 1–20. http://dx.doi.org/10.4314/tfb.v29i2.1.

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Wetland incorporated fish-rice farming (FRF) is a possible solution to the problem of high costs of fish feeds in aquaculture in Cameroon. For 12 weeks, at the University of the Buea (UB) the growth of the fish, Clarias gariepinus in concurrent culture with rice (Oryza sativa, L.) in two rice plots (rice plot 1 and rice plot 2stocking sites) in the University of Buea wetland and in two earthen ponds (fish pond 1 and fish pond 2stocking sites) fed compounded diet at 5% body weight was investigated. Physico-chemical water quality parameters of all the fish culture sites were monitored. Mean fish weight gain was significantly higher (P<0.01) in the wetland rice plots (329.21±44.35g) than in the two earthen ponds (30.01±2.84g). Apart from low mean dissolved oxygen values in the rice plot 1 (3.14±1.19 mg/L) and rice plot 2 (2.18±0.23 mg/L), mean values for physico-chemical water quality parameters were within recommended ranges for C. gariepinus growth in all the four culture sites. This FRF experiment proved a better practice in fish growth than the conventional earthen pond culture in Buea, Cameroon. Its adoption by local fish farmers is recommended.
 Keywords: Wetland integrated fish-rice farming, C gariepinus, earthen pond culture, and fishpond.
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Beatrice Kahboh Lebsia Titanji, Lima. "Stakeholders’ Perceptions of ‘Use of English’ Programme at the University of Buea, Cameroon." International Journal of English Language Education 3, no. 2 (2015): 90. http://dx.doi.org/10.5296/ijele.v3i2.8043.

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<p>The ‘Use of English’ (UoE) or ‘English Composition’ is a freshman course taught in many universities around the world. In Cameroon, an officially bilingual (French/English) country, UoE is taught at the University of Buea, one of two English–Speaking Universities as a compulsory course for all students, irrespective of their major. The present investigation was undertaken to assess stakeholders’ perceptions of the relevance of this course, as well as to determine its strengths and weaknesses in view of future improvements.</p><p>To accomplish these objectives, structured questionnaires were applied to 500 students who had taken the course. Focused interviews were also conducted with the Coordinators and teachers of the course. Finally to validate the responses, pre- and post-diagnostic tests were conducted with a cohort of 200 students taking the course, marked and their performances compared.</p><p>The questionnaire survey indicated considerable stakeholders’ positive appreciation of the course while identifying weaknesses such as insufficient availability of course materials, inadequate pre-course preparation and inadequate emphasis placed on grammar during course delivery. Analysis of the results supported the positive impact of the UoE. We concluded that the UoE course is a necessary requirement that needs to be improved upon and applied in similar learning environments.</p>
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Ayonghe, S. N. "Earth Science Education in Cameroon: a case study from the University of Buea." Journal of African Earth Sciences 28, no. 4 (1999): 787–93. http://dx.doi.org/10.1016/s0899-5362(99)00050-0.

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Ngatchu, Damen Nyinkeu, Andrew M. Ngwa, and Susannash Limunga Esowe. "Acceptance of an Online Voting System at the Catholic University Institute of Buea." International Journal of Technology Diffusion 9, no. 2 (2018): 74–85. http://dx.doi.org/10.4018/ijtd.2018040105.

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Increasingly, more software is developed locally, to address the needs of the developer's immediate community and yet little research has been done regarding their acceptance. The technology acceptance model (TAM), which has greatly been used in literature, failed to consider some cultural particularities of such software. Furthermore, most research has focused on the acceptance of foreign technologies in Africa. The primary objective of this article, is to investigate the validity of TAM for locally developed software within a community. The article utilizes quantitative methodology based on data gathered using a modified version of a published survey instrument; as well as Short Message Service for the collection of qualitative data. The findings concur with previous studies on technology acceptance and the raises interests on the use of qualitative data for understanding the context of technology acceptance.
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Wanie, Clarkson M., Emmanuel E. E. Oben, Jeff Mbella Molombe, and Ivo T. Tassah. "Youth advocacy for efficient hostel management and affordable university students’ housing in Buea, Cameroon." International Journal of Housing Markets and Analysis 10, no. 1 (2017): 81–111. http://dx.doi.org/10.1108/ijhma-01-2016-0012.

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Piebop, C. M. Gisele. "THE PLACE OF VARIATION IN TEACHING OF FRENCH AS SECOND LANGUAGE IN THE UNIVERSITY OF BUEA IN CAMEROON." Slavonic Pedagogical Studies Journal 5, no. 2 (2016): 297–310. http://dx.doi.org/10.18355/pg.2016.5.2.297-310.

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Lo-oh, Joseph Lah, and Etah Bate-Arrah Ayuk. "Social Support and the Psychological Well-being of Academically Stressed Students in the University of Buea." Journal of Education, Society and Behavioural Science 27, no. 4 (2018): 1–9. http://dx.doi.org/10.9734/jesbs/2018/31124.

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Ekume Etomes, Sophie. "Leadership approach to cultural diversity : need for a productive administration in the University of Buea, Cameroon." Journal of African Education S1, no. 1 (2020): 65–98. http://dx.doi.org/10.31920/2633-2930/2020/s1n1a4.

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Dissertations / Theses on the topic "University of Buea"

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Ayonghe, Lum Suzanne. "Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4760.

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The purpose of this study was to examine the role that the use of subtitling can play as an aid in academic literacy (AL) programmes, particularly against the background of insufficient AL levels at the University of Buea (UB) and elsewhere. Essentially, the study wanted to investigate whether the AL levels of freshmen at UB would improve significantly if they were to be exposed to subtitled popular television programmes (dramas and documentaries) over a period of one academic semester, compared to the AL levels of students who were not exposed to these programmes. The literature survey provided an overview of the field of AL at tertiary level as well as of the use of subtitling in an educational context, clarifying the relevant terminology related to AL, and also investigating other studies that have been done on the benefits of the mode. The survey also investigated the language policy in Cameroon and specifically at UB. Apart from determining whether exposure to subtitled programmes has a positive effect on AL levels, the study also sought to establish which specific areas of AL are improved by exposure to subtitling (if any), and whether the choice of genre (drama or documentary) or the medium of prior learning of participants (English or French) has an impact on AL levels in English. In order to determine the above, the study exposed four test groups enrolled for the UB AL course to popular television programmes over a period of 12 weeks or one academic semester. Two of these groups saw dramas (one with subtitles and the other without) and two saw documentaries (one with subtitles and the other without). A fifth group was used as control group and did not watch any film. The data used was collected from the Test of Academic Literacy Levels (TALL) used as pre-test and post-test, questionnaires, interviews and observations. The study concluded that: 1. In terms of overall improvement, even though there was statistically significant improvement in all test groups (in the case of the weighted data), the improvement of the groups that saw subtitled films was statistically highly significant and had large practical significance. This indicates that the AL levels of the two groups that saw subtitled film improved more than those of the two other groups when compared to the control group. 2. Specific areas of statistically significant AL improvement revealed by the experiment were academic vocabulary, text comprehension and text editing abilities, as a result of exposure to subtitled film (and in certain cases exposure to film without subtitles). 3. The study found no statistically significant difference between the improvement of the two groups that saw subtitled film, indicating that either genre could be used for this purpose. 4. It would also seem that Anglophone and Francophone students benefited equally from exposure to subtitled film. On the basis of these findings, a model was designed for the implementation of subtitling as an integrated aid in AL programmes at tertiary institutions. This model provides for a general and specific integration of subtitled audiovisual material. The former has been used successfully in this study at UB, and it should be possible to make use of the general application of this model with similar levels of success at other tertiary institutions. The use of the latter (applying the model for specific integration) focuses on institutions with discipline-based AL interventions or specific AL purposes. It is important, however, that the model proposed in this study is further refined by ongoing research on its implementation.<br>Thesis (Ph.D. (Lanuage Practice))--North-West University, Vaal Triangle Campus, 2010.
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Fongwa, Neba Samuel. "The Contribution of Higher Education to Regional Socioeconomic Development : The University of Buea, Cameroon, as a Growth Pole." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2060.

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Magister Educationis - MEd<br>This research investigates how higher education institutions contribute to regional development, using the University of Buea in the Fako region as a case study. Policy documents reviewed and interviews with major stakeholders in the region, present a significant 'delink' or disjuncture between university policy and regional development efforts. This, from the policy perspective, has been strongly attributed to the national rather than to the regional mandate around which the university was established. However, data from the economic and social indicators investigated, reveal that the University of Buea by its very presence has been a significant agent in the development of the municipality.<br>South Africa
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Haruna, Zainab K. "Bura folksongs : an analysis of their types, occasions, themes, techniques and functions /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0008/NQ36205.pdf.

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Granlöf, Sofia, and Idah Orebrand. "Bangladeshi women breaking societal norms : A field study of women who are attending engineering and science educations at Bangladesh University of Engineering and Technology." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353887.

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Women and men are equal by law in Bangladesh, but the societal reality shows a different picture. By illuminating the obstacles women face when entering and choosing an engineering and science program and what enables women to overcome obstacles, this thesis aims to answer why there are fewer women than men at Bangladesh University of Engineering and Technology (BUET).     This thesis was a field study conducted at BUET. Questionnaires was handed out to get a broader perspective of women’s experiences within science and engineering while the interviews aimed to get an in-depth perspective of women’s own experiences being in science and engineering. The empirical data has been analysed using the Social Cognitive Career Theory (SCCT), the domestic responsibilities model and previous research about social norms within science and engineering and female networks. The thesis concludes that there are two main explanatory factors why there are fewer women than men studying science and engineering at BUET. Those factors are the social construct that science and engineering programs are more appropriate for men and that families do not have a beneficial Socioeconomic Status (SES) to allow women to study. The main factor enabling women to study and pursue an engineering and science program is family support.
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Ngandeu, Joseph blaise. "Apprentissage du français dans une université anglophone au Cameroun : de l’expérience du quasi-synchrone à un nouveau modèle d’intégration des TIC." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20023/document.

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Les Technologies de l’Information et de la Communication (TIC) font désormais partie du paysage de nombreux établissements d’enseignement supérieur, secondaire et même primaire en Afrique. Les avantages pour l’Institution, l’enseignant et l’apprenant sont avérés (Mvoto Meyong, 2010). Cependant les expériences, à l’échelle des établissements de formation, sont encore peu nombreuses et peu concluantes. Cette thèse porte sur l’intégration des TIC dans un cours de français pour anglophones à l’université de Buéa au Cameroun. Le cours traditionnel, dans sa version uniquement présentiel en classe, se déroule dans un contexte limitant fortement la satisfaction d’objectifs pédagogiques essentiels. En effet, les effectifs pléthoriques, le peu de temps alloué à la formation, l’hétérogénéité des groupes d’apprenants font que les compétences de production ainsi que les compétences en interaction des intéressés ne peuvent être développées. En réponse à cet existant, cette thèse, de type recherche-action, présente un dispositif hybride articulant travail en classe et dans le centre technologique de l’université. Là sont offertes des activités de communication en petits groupes dans une modalité quasi-synchrone. Cette modalité, peu souvent étudiée dans la littérature de recherche, offre une alternative réaliste aux environnements synchrones peu fiables, compte tenu de l’état des réseaux et de l’Internet dans cette partie du monde. Afin d’étudier si ce nouveau dispositif de formation permet de dépasser les difficultés évoquées et de faciliter l’apprentissage, je l’ai déployé deux années successives, en l’entourant d’un protocole de recherche. Les données recueillies m’ont permis d’analyser les interactions, de mettre en évidence les traces d’apprentissage. Mais cette double expérimentation apporte aussi un nouvel éclairage au travers de l’analyse des obstacles qui ont handicapé la mise en œuvre du dispositif technopédagogique. Je questionne le modèle d’intégration des TIC qui traditionnellement concentre toutes les ressources en un seul endroit, sans tenir compte des contextes technologiquement limités. J’esquisse une voie alternative destinée, grâce à l’apprentissage mobile, à intégrer les TIC dans des dispositifs de formation de langues et un contexte technologique proches de notre situation prototypique<br>Information and Communication Technologies are now part of the life of many institutions of higher education, secondary education and even primary education. The benefits for these institutions, as well as for teachers and learners are established. However, there are very few cases of experiments carried out in learning Institutions with positive results. This thesis is about integrating ICTs into a French course in the Anglo-Saxon university of Buea in Cameroon. The context in which the course is taught in classrooms makes it difficult for the objectives to be met. Because of the large class size, the little time allocated to the course and the heterogeneous nature of students’ language levels, speaking, writing and interactional skills are not worked out in class. This action research thesis sets out to propose a blended learning set-up that hinges around the university IT Centre. Online classes are articulated with classroom sessions. Thus, students have the opportunity to involve in small groups, in communicative activities and in quasi synchronous mode. These communication modality, very often less studied by CMC researchers, is an efficient alternative to synchronous communication and environments that are very much reliable as far as internet quality is concerned in that part of the world. The general question that has driven the research is: How can a technology instrumented approach help in overcoming difficulties and ease learning? To answer that question, two technology based experiences were carried out. They were guided by a research protocol. Data collected enable me to analyse interactions and determine traces of language acquisition. From the circumstances surrounding the experiments, it is discovered that there are a number of obstacles to the integration of ICT in “low tech context” like that which is studied. The technology-based stet-up pattern is then questioned. This research work goes further to propose mobile learning as an alternative to the ICT integration model that concentrates all the resources in a single location
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Fongwa, Neba Samuel. "The Contribution of Higher Education to Regional SocioeconomicDevelopment : The University of Buea,Cameroon, as a Growth Pole." Thesis, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6147_1299053352.

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<p>This research investigates how higher education institutions contribute to regional development, using the University of Buea in the Fako region as a case study. Policy documents reviewed and interviews with major stakeholders in the region, present a significant 'delink' or disjuncture between university policy and regional development efforts. This, from the policy perspective, has been strongly attributed to the national rather than to the regional mandate around which the university was established. However, data from the economic and social indicators investigated, reveal that the University of Buea by its very presence has been a significant agent in the development of the municipality.</p>
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Books on the topic "University of Buea"

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Buea, University of. University of Buea: An essential catalogue. Edited by Lyonga Nalova. Academic Office, UB, 2000.

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Buea, University of. The University of Buea: Strategic plan, 2007-2015. University of Buea, 2008.

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Buea, University of. The University of Buea: Research policy and management guide, 2007-2012. University of Buea, 2008.

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Schmidt-Soltau, Kai. Cameroon: Living on the edge of a volcano : the eruption of democracy and its enemies. Tencam Press, 1999.

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Olopade, David O. Prof. Buba Garegy Bajoga: A born administrator. Abubakar Tafawa Balewa University, 1994.

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Buda, University Press of, ed. National endeavours in central and eastern Europe: As reflected in the publications of the University Press of Buda,1777-1848. Ministry of Culture and Education, 1993.

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Budapest, Hungary) International Conference for the History of Universities on the Occasion of the 600th Anniversary of the Foundation of the University of Buda (1995. Universitas Budensis, 1395-1995: International Conference for the History of Universities on the Occasion of the 600th Anniversary of the Foundation of the University of Buda = Internationale Konferenz für Universitätsgeschichte aus Anlass der Sechshundertjahrfeier der Gründung der Budaer Universität. [s.n.], 1997.

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International Conference on Creep of Materials (5th 1992 Lake Buena Vista, Fla.). Creep-- characterization, damage, and life assessments: Proceedings of the Fifth International Conference on Creep of Materials, 18-21 May 1992, Lake Buena Vista, Florida, USA. ASM International, 1992.

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International Workshop on Technologies for Arsenic Removal from Drinking Water (2001 Dhaka, Bangladesh). Technologies for arsenic removal from drinking water: A compilation of papers presented at the International Workshop on Technologies for Arsenic Removal from Drinking Water organized by Bangladesh University of Engineering and Technology (BUET), Dhaka, Bangladesh and the United Nations University (UNU), Tokyo, Japan. Bangladesh University of Engineering and Technology, 2001.

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Cumberland, William H. History of Buena Vista University. 3rd ed. Blackwell Publishers, 2006.

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Book chapters on the topic "University of Buea"

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Ojongnkpot, Comfort Beyang Oben. "Urban Youth Language Use in Social Media in Anglophone Cameroon: A Morpho-Syntactic Analysis of Camfranglais Among University of Buea Students." In Sociolinguistics in African Contexts. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49611-5_16.

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Handelsman, Michael. "From Domination to “Buen Vivir” : Latin America and Contested Globalizations." In Social Justice and the University. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137289384_2.

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Weber, Susanne Maria, and Maria Alejandra Tascón. "Pachamama—La Universidad del ‘Buen Vivir’: A First Nations Sustainability University in Latin America." In World Sustainability Series. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15604-6_52.

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Aboelezz, Ahmed, Peter Makeen, and Hani Ghali. "Integrated Online Wind Tunnel Experiments and Assessment for Contingency Scenario: Case Study at the British University in Egypt (BUE)." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67209-6_47.

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Abdellatif, Sameh O., and Hani Ghali. "A Remotely Accessible in-Door C-Band Solar Simulator for PV Cells Characterization: Educational Technology Case Study in the British University in Egypt (BUE)." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67209-6_53.

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"A Bumpy Road to an Untenable Resolution in Buea." In University Crisis and Student Protests in Africa. Langaa RPCIG, 2012. http://dx.doi.org/10.2307/j.ctvk3gmtp.11.

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"Use of Force and Loss of Life and Property at the University of Buea." In University Crisis and Student Protests in Africa. Langaa RPCIG, 2012. http://dx.doi.org/10.2307/j.ctvk3gmtp.9.

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Bergström, Johanna. "Learning from Mayan Feminists' Interpretations of Buen Vivir." In Unsettling Eurocentrism in the Westernized University. Routledge, 2018. http://dx.doi.org/10.4324/9781315162126-11.

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"The Buda University Press and National Awakenings in Habsburg Austria." In The Matica and Beyond. BRILL, 2020. http://dx.doi.org/10.1163/9789004425385_003.

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Leema, N., H. Khanna Nehemiah, and A. Kannan. "Quantum-Behaved Particle Swarm Optimization Based Radial Basis Function Network for Classification of Clinical Datasets." In Cognitive Analytics. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2460-2.ch065.

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In this article, a classification framework that uses quantum-behaved particle swarm optimization neural network (QPSONN) classifiers for diagnosing a disease is discussed. The neural network used for classification is radial basis function neural network (RBFNN). For training the RBFNN K-means clustering algorithm and quantum-behaved particle swarm optimization (QPSO) algorithm has been used. The K-means clustering algorithm is used to find the optimal number of clusters which determines the number of neurons in the hidden layer. The cluster approximation error is used to find the optimal clusters. The weights between the hidden and the output layer is determined using QPSO algorithm based on the mean squared error (MSE). The performance of the developed classifier model has been tested with five clinical datasets, namely Pima Indian Diabetes, Hepatitis, Bupa Liver Disease, Wisconsin Breast Cancer and Cleveland Heart Disease were obtained from the University of California, Irvine (UCI) machine learning repository.
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Conference papers on the topic "University of Buea"

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Kovacs, Levente, Johanna Sapi, Gyorgy Eigner, et al. "Model-based healthcare applications at Óbuda University." In 2014 IEEE 9th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2014. http://dx.doi.org/10.1109/saci.2014.6840058.

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Hegyesi, Franciska, and Gyula Kartyas. "Experiments for real practice of the Óbuda University." In 2014 18th International Conference on Intelligent Engineering Systems (INES). IEEE, 2014. http://dx.doi.org/10.1109/ines.2014.6909357.

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Hegyesi, Franciska. "Moodle in higher education and at Óbuda university." In 2013 IEEE 8th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2013. http://dx.doi.org/10.1109/saci.2013.6608940.

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Kiss, Gabor. "Using datamining tools in analyzing undergraduate paper results in Computer Science at Óbuda University." In 2010 International Conference on Intelligent Computing and Integrated Systems (ICISS). IEEE, 2010. http://dx.doi.org/10.1109/iciss.2010.5657020.

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Arviza Valverde, Jaime, and Carmen Virginia Palau. "Diseño y proyecto como competencia transversal en la asignatura de Tecnología Hidráulica del master de Ingeniería Agronómica." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4344.

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Esta comunicación presenta una experiencia docente llevada a cabo en la asignatura de Tecnología Hidráulica del Master de Ingeniería Agronómica para adquirir y evaluar la competencia transversal de “CT-05: Diseño y proyecto”. Para ello, mediante un proyecto real planteado en la asignatura, los alumnos por equipos desarrollaron por fases la resolución del mismo. Cada una de las fases ha sido tutorizada por los profesores hasta finalizar con la redacción de un informe final y la defensa oral de proyecto. Los resultados muestran una buena adquisición de la competencia y se puntualizan ciertas mejoras en la metodología docente para implementar en cursos próximos.
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Ihsan, Ihsan, Sariyatun Sariyatun, and Djono Djono. "Analysis of The Exemplary of Buya Ahmad Rasyid Sutan Mansur as Enrichment in History Learning at SMA Muhammadiyah 3 Surakarta." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305219.

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Preitl, Stefan. "15 Years cooperation between Óbuda University, Budapest and Politehnica University Timişoara, 10 editions of IEEE international symposium on applied computational intelligence and informatics, “SACI” at Timişoara." In 2015 IEEE 10th Jubilee International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2015. http://dx.doi.org/10.1109/saci.2015.7208178.

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Mauricio, María Dolores, Eva Serna, Teresa San Miguel, and Javier Megías. "Experiencia de gamificación en Docencia Universitaria: aprendizaje activo y entretenido." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4292.

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El objetivo fundamental del presente trabajo es describir la experiencia desarrollada en docencia universitaria usando la gamificación como herramienta docente. El término de gamificación se utiliza para referirnos a la aplicación de mecánicas de juego en ámbitos que normalmente no son lúdicos.Nuestra hipótesis de trabajo se basa en que el juego puede ser una nueva metodología que favorezca el asentamiento e interiorización de los conceptos impartidos haciendo que el proceso de aprendizaje sea activo y que integren y relacionen contenidos de un modo atractivo y motivante para el alumnado. Con el fin de valorar la experiencia del alumnado distribuimos una encuesta anónima y analizamos sus respuestas. Nuestra conclusión es que la gamificación tiene una buena acogida y consigue aumentar el grado de atención y de consolidación de conocimientos.
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Prats Boluda, Gema, Yiyao Ye Lin, and Beatriz Ana Trénor Gomis. "Análisis del uso del póster científico y de la revisión por pares como herramienta desarrollo de la competencia comunicación efectiva en estudiantes de grado en ingeniería." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4381.

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La sociedad actual requiere de egresados que además de dominar las competencias específicas de su título presenten un amplio abanico de competencias transversales como es el caso de la comunicación efectiva. En el presente trabajo se valora el uso del póster científico-técnico como herramienta de comunicación para los alumnos de grado en ingeniería, analizando si el empleo de la revisión por pares permite a los estudiantes mejorar esta competencia. Asimismo se valora el grado de aceptación de esta metodología por parte del alumnado y si supone una carga adicional excesiva o no. Los resultados de la experiencia indican que tanto el alumnado como el profesorado valoran positivamente el desarrollo y defensa de un póster científico–técnico como herramienta de trabajo de la competencia comunicación efectiva. Además se evidencia que el proceso de la revisión por pares ha permitido identificar un gran número de errores presentes en los pósteres elaborados por los alumnos, ayudándoles a una mejor adhesión de la competencia, sin suponer una carga adicional excesiva.El 92.3% de los alumnos encuestados de la asignatura opinan que es una buena herramienta docente que debería emplearse en otras asignaturas y/o cursos.
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Molina, Pere, Alejandro Martínez Baena, Joan Úbeda Colomer, Jorge Lizandra, Fernando Gómez Gozalvo, and Javier Valenciano. "Aprendizaje colaborativo a través de la elaboración de documentales audiovisuales y el uso del edublog." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4394.

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El objetivo del presente trabajo fue generar una mayor implicación del alumnado en el desarrollo de una asigantura del plan de estudios del Grado en Ciencias de la Actividad Física y el Deporte de la Universitat de València, mediante una estrategia de aprendizaje colaborativo en la que se utilizó la elaboración, en pequeños equipos, de documentales audiovisuales y su posterior comentario en un edublog. Participaron 48 estudiantes matriculados en el campus d’Ontinyent. Se constata una elevada participación del alumnado en la experiencia desarrollada (97,96% de los matriculados), una gran implicación en la elaboración de los documentales y también en la realización de comentarios individuales a los mismos en posts específicos publicados en el edublog de la asignatura, cuya media de comentarios a estos posts (25,89) fue mayor a la media general de comentarios a los posts del edublog (14,39). También cabe destacar la buena calidad de gran parte de los 9 documentales que se realizaron, a juzgar por la valoración del profesor de la asignatura, y también por el contenido de los comentarios publicados en los posts y por la coevaluación que realizaron los diferentes equipos sobre los documentales de sus compañeros.
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