Relevant bibliographies by topics / Weeks Pedagogical

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

Academic literature on the topic 'Weeks Pedagogical'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Weeks Pedagogical"

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Bibik, Janice M. "Pedagogical Considerations Regarding Perceptions of Dance Competence." Journal of Teaching in Physical Education 12, no. 3 (1993): 266–85. http://dx.doi.org/10.1123/jtpe.12.3.266.

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This study examined how college-age students in a beginning jazz and modem dance class construct their self-perceptions of dance competence. Each class was videotaped one class per week for 12 weeks. During the 12th week a perceived competence in dance scale was administered to the students (N=26) and the teacher. Results indicated that 57.7% of the students’ perceptions of their competence were congruent with the teacher’s; 42.3% were incongruent (15.3% higher, 27% lower). Based on interviews, these groups displayed distinct characteristics regarding attribution for success, interpretation of
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Millican, J. Si. "Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs." Journal of Music Teacher Education 26, no. 2 (2016): 90–103. http://dx.doi.org/10.1177/1057083716629610.

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The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) “think aloud” interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher u
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Madrid, Leticia. "ANÁLISIS CUALITATIVO ETNOGRÁFICO DEL DIARIO DEL ESTUDIANTE EN EL APRENDIZAJE DE LA INTERPRETACIÓN CONSECUTIVA." Cadernos de Educação Tecnologia e Sociedade 11, no. 2 (2018): 214. http://dx.doi.org/10.14571/brajets.v11.n2.214-227.

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Within the framework of the subject “Consecutive Interpreting, English-Spanish” (Translation and Interpreting Studies), we launched a pedagogical action in the classroom, where students wrote a semi-structured learning diary for 14 weeks. The goal was to analyze in depth the data gathered regarding the use of the diary as a pedagogical tool, from an ethnographic qualitative research. We believe that this methodology is the most suitable approach, since it allows the researcher to obtain a large variety of data, being this information more precise and not subject to interferences.
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Hashmi, Uzma M., Hussam Rajab, and Sayyed Rashid Ali Shah. "Cognitive Awareness of the EFL Learner of Contrastive Linguistics Between English and Arabic: A Case Study." Theory and Practice in Language Studies 11, no. 5 (2021): 469–74. http://dx.doi.org/10.17507/tpls.1105.02.

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Corpus-based contrastive linguistics has rarely been thoroughly explored with regards to cognitive awareness of the English as a Foreign Language (EFL), Arabic first language (L1) speaking learners. The current study, based on an intervention, quasi-experimental quantitative research design, aims at presenting a pedagogical implementation of learners’ awareness driven instructions on contrastive linguistics between English and Arabic languages interchangeably. A purposefully selected sample of 69 beginner level (A1 CEFR) Saudi EFL learners were placed into an experimental group (n = 35) and a
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Lee, Sze Seau. "Design Principles of a Responsive Pedagogical Model for Multimodal Skills of Oral Presentation." Malaysian Journal of ELT Research 18, no. 1 (2021): 36–51. http://dx.doi.org/10.52696/uqbf6793.

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Within the scope of pedagogy, established methods have been found to be incongruous with the multimodal skills required of oral presentations in the 21st century. Despite pedagogical innovations situated in native-speaking and advanced countries being so productive in experimenting with pedagogical techniques for various types of oral skills, multimodal skills of oral presentations have still been overlooked. The author is a practitioner in Malaysian higher education who struggles with this pedagogical dilemma in her daily professional life. Therefore, to respond to this practical issue and th
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Lee, Ju Seong, Yuji Nakamura, and Randall Sadler. "Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)." ReCALL 30, no. 3 (2017): 319–36. http://dx.doi.org/10.1017/s095834401700026x.

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AbstractDespite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting
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Greene, Jackie, and Elia Vázquez-Montilla. "Bridging Cultural Borders: American Students’ Pedagogical Cross-Cultural Experiences in Hungary." Hungarian Cultural Studies 6 (January 12, 2014): 120–29. http://dx.doi.org/10.5195/ahea.2013.116.

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In exploring the best practices for preparing new teachers to meet the challenges of the changing demographics present in contemporary classrooms, cross-cultural internship experiences emerge as an important component to teacher training curriculums. The authors present information based on the experiences of American student teachers spending three weeks teaching English and American Culture in Szent István’s Practice School, making presentations to local clubs, churches, libraries, and traveling throughout Hungary. This exchange program presented a great opportunity for the authors to conduc
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Vishnumolakala, Venkat Rao, Daniel C. Southam, David F. Treagust, and Mauro Mocerino. "Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry." Chemistry Education Research and Practice 17, no. 2 (2016): 309–19. http://dx.doi.org/10.1039/c5rp00214a.

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Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learnin
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Hummel, Robert D. "Some Pedagogical Implications of Speech Act Theory: The Interpersonal Function in the First Six Weeks of Elementary German." Die Unterrichtspraxis / Teaching German 18, no. 1 (1985): 4. http://dx.doi.org/10.2307/3529988.

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Fleer, Marilyn, Nikolai Veresov, Linda Harrison, and Sue Walker. "Working with Teachers' Pedagogical Strengths: The Design of Executive Function Activities for Play-based Programs." Australasian Journal of Early Childhood 42, no. 4 (2017): 47–55. http://dx.doi.org/10.23965/ajec.42.4.06.

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EVIDENCE FOR THE PREDICTIVE effect of executive functions (EF) on school readiness and later school achievement has been noted. However, some studies show that EF activities are not sustained beyond the study period due to limited engagement by teachers and children. In light of this problem, this paper presents the pedagogical outcomes of a pilot study where teachers used ‘playworlds’ (Lindqvist, 1995) to embed EF into their programs. Five preschool teachers and five assistant teachers participated in the study over 10 weeks. Focus group interviews of all participants were conducted. A cultur
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Dissertations / Theses on the topic "Weeks Pedagogical"

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Tessari, Elisabete Valdira de Sousa. "A formação continuada nas semanas pedagógicas de fevereiro no período 2007-2013 no estado do Paraná." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br/handle/tede/3302.

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Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-09T18:07:45Z No. of bitstreams: 2 Elisabete _Tessari2015.pdf: 3864461 bytes, checksum: 33925825489bacb462720a83cca8f80c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-02-09T18:07:45Z (GMT). No. of bitstreams: 2 Elisabete _Tessari2015.pdf: 3864461 bytes, checksum: 33925825489bacb462720a83cca8f80c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-08-28<br>This dissertation is analyzed the Pedagogical
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Justus, Michélle Barreto. "PROGRAMA DE FORMAÇÃO CONTINUADA DE PROFESSORES DO ESTADO DO PARANÁ NA MODALIDADE DE SEMANAS PEDAGÓGICAS 2007-2014: UMA ANÁLISE A PARTIR DA AVALIAÇÃO DOS PEDAGOGOS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2015. http://tede2.uepg.br/jspui/handle/prefix/1195.

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Made available in DSpace on 2017-07-21T20:31:25Z (GMT). No. of bitstreams: 1 Michelle Barreto Justus.pdf: 2328687 bytes, checksum: 6222b8f4f001c08f1efad8e44c24d884 (MD5) Previous issue date: 2015-12-21<br>This paper presents an analysis of the continuing education program of the State of Paraná teachers, in the modality of Pedagogical Weeks 2007-2014, based on the evaluation of pedagogues. The research goal was to analyze the teacher training program in the modality of Pedagogical Weeks developed in public schools of Ponta Grossa in the period, with the guiding question: what is the assessme
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Harrison, Gabriella, and Charlotte Elmér. "Seniorboende - en ny bostadsform för äldre : En studie om uppkomsten av seniorboende och varför äldre väljer att bo i denna boendeform." Thesis, University West, Division of Social Pedagogy and Sociology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1510.

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<p>Seniorboende är en ny boendeform för äldre, från 55 år och uppåt. Vilka faktorer går att urskilja i offentliga debatten när det gäller tillkomsten av dessa boende? Varför flyttar människor dit och hur upplevs boendet? En stor förändring för äldre var när kvarboendeprincipen hade sitt intåg i Sverige under 1950- talet. Denna innebar att människor inte längre kunde tvingas flytta ifrån sina hem när de blev gamla och sjuka. Under våra verksamma år inom äldreomsorgen har vi sett ytterligare en stor förändring i form av ädelreformens införande år 1992. Ett ökat ansvar lades på kommunerna och i o
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Book chapters on the topic "Weeks Pedagogical"

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Khoo, Hoon Eng, and Trisha Craig. "Implementing “Week 7” at Yale-NUS College, Singapore: A Pedagogical Experiment Beyond Disciplinary Boundaries." In Education Innovation Series. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2877-0_3.

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Veliz, Leonardo. "Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom." In Evolving Multicultural Education for Global Classrooms. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7649-6.ch007.

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The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.
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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making Within a Hybrid Learning Space." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch049.

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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making within a Hybrid Learning Space." In Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9680-8.ch002.

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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
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Laksov, Klara Bolander, Charlotte Silén, and Lena Engqvist Boman. "Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program." In Cases on Professional Distance Education Degree Programs and Practices. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch010.

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In this case, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.
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Naidoo, Shamila, and Roshni Gokool. "Towards the Implementation of E-Assessment in L2 IsiZulu." In ICT-Based Assessment, Methods, and Programs in Tertiary Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch008.

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This chapter reports on a quantitative study that investigated the adoption and implementation of e-assessments of listening comprehension tasks on second language learners registered for the Basic isiZulu module at the University of KwaZulu-Natal, South Africa. Specifically, the chapter examines the process used in the design of listening comprehension activities. It focuses on the pedagogical implications of adopting such tasks within the assessment rigour. Drawing on Hemmati and Ghaderi's study, the focus is on the format of questions. The experiment was conducted over four weeks with a cohort of non-mother-tongue learners of isiZulu. Encouragingly, the findings of the experiment suggest that formative e-assessments of listening comprehension tasks are beneficial to students. Language teachers should, however, engage in a careful and thoughtful planning process in the design of relevant and authentic listening comprehension tasks.
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Alm, Antonie. "Piloting Netflix for intra-formal language learning." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.979.

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The expansion of the Netflix TV-network around the globe has made foreign language films and TV-series accessible for formal and informal language learning experiences. As students in educational settings are starting to engage in informal second language (L2) Netflix viewing, it is time that new pedagogical approaches support learners to optimise the resource for successful language learning. This pilot study reports on a project conducted with 12 intermediate level German students who watched self-selected German TV-series. For three weeks, students described and commented on each other’s viewing experiences in their weekly blogs. In a final report, participants reflected on their affective and cognitive engagement with the series. Findings of this study indicate that previous informal exposure to Netflix series positively impacted on the participants’ willingness to engage in extensive out-of-class listening. The learning experience in the formal context positively affected subsequent informal L2-series watching.
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Wu, Sumei, Paige Ware, and Meei-Ling Liaw. "Promoting Peer-to-Peer Synchronous Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch012.

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This chapter examines ways to support peer-to-peer synchronous discussions that move beyond the basic exchange of information toward complex online intercultural communication. It begins by providing an overview of the affordances and challenges of online communication tools. It then explores how tasks and facilitation protocols were structured into small-group interactions through the lens of a case study in which teachers from Taiwan and the United States collaborated for 13 weeks in an online project, for which a structured facilitation protocol was designed based on a framework from teacher education, the Principled Use of Video. It draws on examples from the teachers' peer-to-peer interactions to highlight ways in which the tasks and protocols elicited intercultural discussions focused on topics of importance to their unique contexts. It ends by summarizing key takeaways with an emphasis on pedagogical implications and suggestions for future research.
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Kozlova, Iryna. "Factors Affecting Learner Collaboration in 3D Virtual Worlds." In Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7286-2.ch002.

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This chapter explores factors affecting learner collaboration by observing the performance of eight English as a foreign language (EFL) learners collaborating on tasks in a 3D virtual world (3D VW) over a period of six weeks. Students used an audio channel to interact with their peers and a text-based channel to make notes on a collaboration board. Their performance was recorded using Camtasia Relay, a screen-capture software, and then transcribed. Data analysis revealed that students' collaboration skills improved over time. The factors that facilitated collaboration included (1) learners and instructors' familiarity with 3D VWs, (2) learners' familiarity with the format of the learning activity, (3) learners' experience with the spontaneous use of the second language (L2), and (4) instructors' use of pedagogical techniques that facilitated collaboration. These results suggest that for students to benefit from collaborative learning, both learners and instructors need to be prepared for this type of instruction.
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Saona-Vallejos, Miguel, and Michael Thomas. "An Investigation of Social Networking Sites for Language Learning and the User Experience." In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch004.

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This chapter investigates the user experience of the language learning platform Busuu as a tool for learning Spanish as a Foreign Language (SFL). Social constructionism has been highlighted by previous research as the theory on which Busuu is based, however, Álvarez concluded that Busuu constitutes an ecological system of nested semiotic spaces where pedagogical elements and principles from different theories of language learning interweave in complementary ways. Following a review of existing research, the chapter analyses data arising from a study involving a mixed group of university students who used the premium version of Busuu for four weeks. Data were collected via pre- and post-tests, a user experience questionnaire, and individual interviews, and were analysed using descriptive statistics and thematic analysis. Findings suggest that Busuu did not fully satisfy the requirements of a social network in terms of ease of participation, communication, and collaboration. Further research is required to explore the implications of usability testing for the design of effective SNSLL.
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Conference papers on the topic "Weeks Pedagogical"

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Tandzegolskienė, Ilona, and Asta Lapėnienė. "EXPERIENTIAL LEARNING PROCESSES USING AN E-DIARY IN STUDENTS’ INTERNSHIP." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end016.

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The article/presentation analyses data from e-diary taken by 88 students from three groups of pedagogical programs who were studying in the following school years: 2018-2019 and 2019-2020. As part of the internship tasks, the diary had to be written regularly weekly (for a total of 20 or 22 weeks). According to the provided half-standardised e-diary form, every week, the research participants had to document the most significant/successful/problematic situation in their school internship and raise any questions. The database on an e-diary basis contains 1962 situations of internship pedagogica
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Hossain, Awlad, Jason Durfee, Heechang Bae, and Kyle Larsen. "Teaching an Undergraduate Dynamics Course for Mechanical “Engineering Technology” Students: Successful Implementation for Students Learning." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65079.

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Applied mechanics is a branch of the physical sciences that describes the response of bodies (solids and fluids) or systems of bodies to external forces. It deals with the basic concepts of force, moment and its effects on the bodies at rest or in motion. It helps engineers or engineering students to understand how different bodies behave under the application of different types of loads. Mechanics can be broadly divided into two branches as called Statics and Dynamics. Statics deals with the bodies at rest whereas dynamics involves studies related to bodies in motion. In particular, the major
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Gill, Grandon, William Patterson, and Diane Williams. "The Increments and Transformations Institute at the University of South Florida: A Case Study." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3047.

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The paper presents a research case study that describes the three year history of the Increments and Transformations Institute (ITI) at the University of South Florida. The ITI's goal is to encourage faculty members from all disciplines to enhance the effectiveness of their teaching through the appropriate use of technologies and pedagogical strategies. Institute participation consists of a year-long cohort-based program of faculty development divided into three distinct phases. In Phase I, participating faculty members attend an intensive week-long workshop on teaching with technology. Phase
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Métioui, Abdeljalil, and Louis Trudel. "ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?" In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.70.

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In the present research of a qualitative type, we present the results of an experimentation led with 94 pre-service primary teachers from Quebec in Canada. The experimentation, which lasts four months at the rate of three hours per week, took place in two phases. The first phase took place in 4 steps in order to help student teachers to acquire knowledge competency in science and pedagogical knowledge competency, in accordance with the curriculum of the ministry of the education of the government of Quebec. In the second phase, the students had to prepare two teaching sequences centered on lab
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Baglione, Melody L. "Incorporating Practical Laboratory Experiments to Reinforce Dynamic Systems and Control Concepts." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10135.

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The Cooper Union is developing a new simultaneous lecture and laboratory approach to address the pedagogical challenge of finding the appropriate balance between theory and hands-on experimentation in teaching dynamic systems and control concepts. The new approach dedicates one hour each week to laboratory experiments with the class subdivided into small student groups having greater faculty interaction. Bench top experiments from National Instruments and Quanser include DC motor and inverted pendulum modeling and control workstations. Process control test rigs from Feedback Inc. include level
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Harnack, Jacob, X. J. Xin, Liang-Wu Cai, and Malcolm Panthaki. "Assessment of the Efficacy of Learning Modules on FEM Instruction." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40613.

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A module-based approach is promoted for introducing FEM applications into undergraduate engineering courses. A Learning Module (LM) is defined as a well-structured, compact, and self-sufficient learning resource that provides a learner the desired contents in a precise and concise manner, enabling the learner to learn efficiently and effectively. Each LM is designed to be equivalent to one week’s learning time. A navigatable and editable multi-media (NEMM) format of presentation for learning modules is proposed. Critical to the construction of a learning module is the principle of conceptual a
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Arriaran Olalde, Iñigo, and Nagore Ipiña Larrañaga. "Indicators needed to design a student dashboard from lecturers’ perspectives: a qualitative study." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9415.

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The number of students’ enrolled in Higher Education online courses is increasing, and as a result, more data about their learning process is generated. The data produced can be displayed on a dashboard and help students in their learning process. However, lecturers’ perspective should be taken into account to define the indicators of the dashboard as the design of the courses could impact on the elements included on it. And that is precisely the aim of this paper: to define the indicators needed to design a student dashboard in online courses taking into account lecturers' perspectives. This
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Bruno, Bradford A., and Ann M. Anderson. "Using Objective-Driven Heat Transfer Lab Experiences to Simultaneously Teach Critical Thinking Skills and Technical Content." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82689.

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The heat transfer course at Union College has been redesigned to improve critical thinking and problem solving skills, provide an understanding of the origin of the data and parameters used in heat transfer analysis, and familiarize students with modern experimental and computer analysis tools. The course is taught in the junior year and combines a 4-hr/wk lecture with a 3-hr/wk integrated lab component during a 10 week term. The lecture covers the traditional conduction, convection and radiation heat transfer material whereas in the lab students combine hands on experimental measurements with
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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.

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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a foga
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