Communication and Technological Skills to Improve University Teaching Performance

2020 ◽  
pp. 385-392
Author(s):  
Paredes Wladimir ◽  
Chávez Luis ◽  
Vera María
Keyword(s):  
University Teaching ◽  
Teaching Performance ◽  
Technological Skills

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

2011 ◽  
Vol 2 (2) ◽  
pp. 11-26 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
University Teaching ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Information And Communication ◽  
University Professor ◽  
European Higher Education ◽  
Technological Skills

This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

Quality Assurance and the Quality of University Teaching

2003 ◽  
Vol 47 (1) ◽  
pp. 40-57 ◽  
Author(s):  
Ross Guest ◽  
Alan Duhs
Keyword(s):  
Performance Indicators ◽  
Research Performance ◽  
Performance Outcomes ◽  
University Teaching ◽  
Teaching Performance ◽  
Actual Performance ◽  
University Funding ◽  
Funding Model ◽  
The Subject

The quality of university teaching is increasingly the subject of political rhetoric, but doubt remains about both actual performance outcomes and the role and relevance of the Australian Universities Quality Agency (AUQA). Present quality procedures are found to be inadequate, and scepticism about AUQA's capacity to achieve its aims is well justified for two reasons: the almost complete lack of recognition of the importance of incentives to motivate teachers to allocate effort towards teaching at the expense of research; and the inadequate attention to the need for more accurate indicators of teaching performance. This paper suggests ways of improving the effectiveness of AUQA in raising the quality of university teaching. Two key reforms suggested are: (a) the wide reporting of more accurate teaching performance indicators; (b) a revised university funding model in which university income is based on teaching performance indicators in the same way that research income is based on research performance indicators.

scholarly journals Faculty Teaching Performance: Perceptions of a Multi-Source Method for Evaluation

2016 ◽  
Vol 16 (3) ◽  
pp. 82-94 ◽  
Author(s):  
Adrian Renea Lyde ◽  
David C Grieshaber ◽  
George Byrns
Keyword(s):  
Student Evaluations ◽  
University Teaching ◽  
Primary Data ◽  
University Faculty ◽  
Teaching Performance ◽  
College And University ◽  
Source Method ◽  
Faculty Teaching ◽  
Policies And Procedures ◽  
Performance Perceptions

Evaluating college and university faculty teaching performance is necessary for multiple reasons, including assurance of student learning and informing administrative decision making. A holistic system of evaluating university teaching is needed due to several factors, including limitations of student evaluations and the complexity of assessing teaching performance. University faculty members were interviewed to determine their perceptions of the multi-source method of evaluating (MME) teaching performance after a revision of policies and procedures was approved. The MME is comprised of three primary data sources: student evaluations, instructor reflections describing attributes of their own teaching such as the teaching philosophy, and a formative external review. While the faculty perceived the MME as a useful tool, they believe it operates primarily to produce a summative product than work as a formative process, which counters the goal of the MME policy. A formative process would be supported by addressing several factors, including timing, accountability, and mentoring.

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

2013 ◽  
pp. 76-93
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
University Teaching ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Information And Communication ◽  
University Professor ◽  
European Higher Education ◽  
Technological Skills

This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

scholarly journals Machine Learning Model through Ensemble Bagged Trees in Predictive Analysis of University Teaching Performance

2021 ◽  
Vol 12 (12) ◽  
Author(s):  
Omar Chamorro-Atalaya ◽  
Carlos Chávez-Herrera ◽  
Marco Anton-De los Santos ◽  
Juan Anton-De los Santos ◽  
Almintor Torres-Quiroz ◽  
...  
Keyword(s):  
Machine Learning ◽  
Learning Model ◽  
University Teaching ◽  
Predictive Analysis ◽  
Teaching Performance ◽  
Machine Learning Model

Chimpanzees' technical reasoning: Taking fieldwork and ontogeny seriously

2020 ◽  
Vol 43 ◽  
Author(s):  
Christophe Boesch
Keyword(s):  
Technical Reasoning ◽  
Technological Skills

Abstract Following the tradition of comparing humans with chimpanzees placed under unfavorable conditions, the authors suggest many uniquely human technological abilities. However, chimpanzees use spontaneously tools in nature to achieve many different goals demonstrating technological skills and reasoning contradicting the authors contrast. Chimpanzees and humans develop skills through the experiences faced during their upbringing and neglecting this leads to fake conclusions.

Sign in / Sign up

Export Citation Format

Share Document