Measuring the learning of university teachers following online staff development courses: a Spanish case study

2007 ◽  
Vol 11 (3) ◽  
pp. 200-213 ◽  
Author(s):  
Luis M. Villar ◽  
Olga M. Alegre
Keyword(s):  
Staff Development ◽  
University Teachers ◽  
Online Staff Development

Encouraging Participation in Voluntary, Online Staff Development

2011 ◽  
pp. 821-827
Author(s):  
Graeme Salter
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Learning Activities ◽  
Major Barrier ◽  
Online Staff Development

In order to determine what factors might lead to increased participation and effectiveness in voluntary online staff development, a case study was conducted. The results revealed a problem known as “churn.” That is, the majority of users went to the site only once or twice and then only for a short amount of time. The major barrier cited by staff was lack of time. This article examines approaches to overcomes involved for both users and developers of online learning activities.

scholarly journals Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

2021 ◽  
Author(s):  
Birgit Pepin ◽  
Zeger-jan Kock
Keyword(s):  
Linear Algebra ◽  
Complex Environments ◽  
Learning Context ◽  
University Teachers ◽  
Study Approach ◽  
Use Of Resources ◽  
Challenge Based Learning ◽  
Traditional Courses ◽  
Education Of Students

AbstractIn this study we use a case study approach to investigate what kinds of resources were self-reported to have been selected by students working on their Challenge-Based bachelor end projects, and how they used and orchestrated these resources. In a previous study, we had explored students’ use of resources and their Actual Student Study Paths in Calculus and Linear Algebra courses (Pepin and Kock 2019); in this study we turned to students working on their Challenge-Based bachelor end projects. Results show that the students working on Challenge-Based projects used resources outside the realm of curriculum resources offered to them in traditional courses, and the Actual Student Study Paths were iterative. We contend that ‘linear’ study paths (found e.g. in traditionally taught Linear Algebra courses) appeared to have been beneficial for students for studying particular mathematical content, which they needed for solving open challenges. In the Challenge-Based projects, the crucial resource emerged to be the tutor. We claim that this has implications for the introduction of a more Challenge-Based curriculum, where such projects would be the norm, both in terms of the professionalization of university teachers (who coach students through such projects), and for the education of students who opt for such projects: teachers have to be supported to develop as appropriate coaches in such complex environments; students have to become self-directed learners, and need to be supported with challenged-based trained coaches and teachers, in addition to be provided with suitable curricular, technological, and social resources.

A Case Study in Staff Development

1984 ◽  
Vol 8 (1) ◽  
pp. 18-28
Author(s):  
Betty Hollinshead ◽  
Michael Kelly
Keyword(s):  
Staff Development

scholarly journals English Language University Teachers’ Difficulties in Research Engagement: A Case Study in Vietnam

2017 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Huong Hoang Le
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Research Output ◽  
Structured Interview ◽  
Research Activity ◽  
University Teachers ◽  
Research Engagement ◽  
Cultural Framework ◽  
The One

The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.

scholarly journals Intercultural competence of university teachers: a challenge of internationalization

2019 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Anna Zelenková ◽  
Dana Hanesová
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Intercultural Competence ◽  
English Language ◽  
Course Design ◽  
Medium Study ◽  
University Teachers ◽  
Significant Deficit ◽  
Intercultural Mediators

Abstract The aim of the authors is to respond to the growing demands on the intercultural competence of university teachers due to intensified internationalization pressures on higher education, especially due to the growing number of students and teachers’ international exchanges. They report on an intercultural course design responding to this need, presenting a case study from Slovakia. First, they define the need of intercultural competence of university teachers, especially those teaching in English-medium study programmes. Then they share a) findings from a needs analysis preceding the design of a new curriculum for an intercultural competence course (ICC) at Matej Bel University (MBU) with three aims (development of linguistic, cultural and pedagogic competences); and b) results from action research during piloting the ICC course. A comparison of 2011 and 2018 surveys pointed to the growing dominance of the English language, including an increasing command of English by MBU teachers. The ICC curriculum, tailored to the pre-identified teachers’ needs, proved to be a feasible way of facilitating their intercultural competence. Its implementation revealed persistent prejudices and difficulties associated with overcoming them. It also confirmed a significant deficit in preparing university teachers for their role as intercultural mediators in English-medium courses.

E-Mentors

2010 ◽  
pp. 244-261 ◽  
Author(s):  
Barbara Macfarlan ◽  
Richard Everett
Keyword(s):  
Staff Development ◽  
Learning Environments ◽  
New Technology ◽  
Further Education ◽  
Pedagogical Practices ◽  
Student Experiences ◽  
Use Of Technology ◽  
Education College ◽  
21St Century Learners

The eMentors scheme encapsulates the concept that the person in the home most likely to be able to programme the audio-visual equipment is the teenager. The scheme harnesses the digital generation’s propensity for technology by using the students to teach their teachers how to make appropriate use of electronic resources in the classroom. We present a case study that focuses on both staff and student experiences of the eMentoring system at a further education college in Hertfordshire, UK and outlines the strategy for ongoing staff development and support. The scheme has given lecturers the confidence to develop new technology-enhanced pedagogical practices and has given students the opportunity to play an active part in the development of their own learning environments and to influence policy on the use of technology. We believe that this model has been an effective element in a concerted approach to changing the prevailing attitudes to designing pedagogy for 21st century learners.

Using Distance Education to Educate and Empower Community Coalitions: A Case Study

1997 ◽  
Vol 17 (2) ◽  
pp. 161-178 ◽  
Author(s):  
Ann Kreisler ◽  
B. Alan Snider ◽  
Nancy Ellen Kiernan
Keyword(s):  
Distance Education ◽  
Staff Development ◽  
Tobacco Control ◽  
Action Planning ◽  
Coalition Building ◽  
Time Period ◽  
Innovative Methodology ◽  
Collective Activism ◽  
Community Site

This article focuses on a community activism program about the issue of youth tobacco control across fourteen communities. The article highlights an interesting and innovative methodology to provide staff development workshops to each community site where participants received consistent messages with preparation for coalition building and local action planning to address youth tobacco control issues. The article concludes with recommendations for educators considering the use of distance education technologies to educate and empower collective activism in a limited time period.

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