Integration of Virtual Teaching/Learning Environments in Higher Education for the Development of Formative Assessment in the Field of Accounting

2014 ◽  
pp. 23-29
Author(s):  
Adelaida Ciudad-Gómez ◽  
Jesús Valverde-Berrocoso ◽  
José Luis Coca-Pérez
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Learning Environments ◽  
Virtual Teaching ◽  
Teaching Learning

scholarly journals Universidad en tiempos de Covid-19: tecnologías que acortan distancias

2021 ◽  
Vol 9 (18) ◽  
pp. 91-97
Author(s):  
Gloria María Pérez Montero
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Learning Environments ◽  
Self Management ◽  
Educational Context ◽  
Communication Course ◽  
The World ◽  
Teaching Learning ◽  
The University ◽  
Epidemiological Situation

The presence in the world of the pandemic known as Covid-19 has brought with it challenges and challenges in all areas, but especially in the educational context. The University of Granma responds to the intention of promoting the use of technologies in the improvement of Higher Education and in current times has had to enhance this aspect due to the need for social distancing. This work presents some of the alternatives that have been adopted in the House of Higher Studies and how young people have assimilated them, based on the experiences obtained in the teaching of the Communication course, which belongs to the Sociocultural Management for Development career from the Faculty of Economic and Social Sciences. The epidemiological situation has not prevented the training of comprehensive and competent professionals, on the contrary, it has enabled students to achieve self-management of knowledge and meaningful learning, using virtual teaching- learning environments.

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

scholarly journals e-Assessment for learning and performativity in higher education: A case for existential learning

2016 ◽  
Author(s):  
Jennifer Charteris ◽  
Fran Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Reyes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Assessment For Learning ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Support Students ◽  
Education Courses

<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

scholarly journals El desarrollo y movilización de competencias reflexivas en la formación de docentes de la Escuela Normal Oficial “Dora Madero”

2019 ◽  
pp. 9-15
Author(s):  
Francisco Enrique García-López ◽  
María Magdalena Hernández-Valdez ◽  
Luis Alberto Luna-García ◽  
Moisés Fuentes-Flores
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Teacher Training ◽  
Cognitive Ability ◽  
Learning Environments ◽  
Learning Process ◽  
Metacognitive Skills ◽  
Educational Models ◽  
Teaching Learning ◽  
The Impact

The teaching-learning process implies a reflexive approach to the act of teaching. Reflection is an essential component of all processes inherent in teacher training. It is essential to encourage it to potentiate the development of cognitive and metacognitive skills. Current approaches imply that trainers trainers transform their practice and teachers in training develop various skills to meet the challenges of implementing educational models. The study is descriptive, correlational and factorial, and is also based on action research. The problematic part of the various tensions about the development of metacognitive skills, (reflection of learning. Reflection in and about reflective action and practice. In teacher training, reflection processes have been strengthened, therefore, this study It was carried out to identify the factors that facilitate the development of these skills, the variables that are related, the impact of the processes in the development of competences and to know the actions that teachers perform in learning environments. It has gained a significant boom in higher education institutions because the importance of developing this important cognitive ability is being recognized.

scholarly journals Aprendizaje cooperativo a través de las nuevas tecnologías: Una revisión

2018 ◽  
pp. 16 ◽  
Author(s):  
Rosario Isabel Herrada Valverde ◽  
Raúl Baños Navarro
Keyword(s):  
Cooperative Learning ◽  
Learning Environments ◽  
Structural Changes ◽  
New Technologies ◽  
Computer Applications ◽  
Active Teaching ◽  
Teachers And Students ◽  
Nuevas Tecnologías ◽  
Virtual Teaching ◽  
Teaching Learning

Information Communication Technologies have brought a revolution in education, causing structural changes in the way we teach and how we learn. Currently, the existence of a wide variety of virtual teaching-learning environments enables teachers and students to interact synchronously or asynchronously using computers and mobile devices. This has led to the implementation of active teaching-learning methodologies with proven pedagogical effectiveness, such as cooperative learning, that encourage students to acquire skills and improve their academic performance. Despite the importance of the subject, almost no papers have analysed the state-of-the-art on educational experiences that promote cooperative learning using new technologies. In order to respond to this demand, this paper presents a comprehensive review of the related bibliography that include a large number of papers written in Spanish in which new technologies are used to implement cooperative learning activities in different subjects and educational levels. From the analysis of these papers, it can be concluded that there is a growing interest by teachers and researchers in implementing cooperative learning using virtual teaching-learning environments and computer applications, as well as social networks or MOOC. Further, these experiences receive positive feedback from teachers and students involved.

A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments

2022 ◽  
pp. 58-77
Author(s):  
Smitha Baboo ◽  
Yogesh Kanna ◽  
Cathlyn Niranjana Bennett
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Essential Feature ◽  
Game Based Learning ◽  
Education Students ◽  
Cognitive Correlates ◽  
Learning Content ◽  
Games And Simulations ◽  
Teaching Learning ◽  
Teaching Pedagogies

Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. Several neural and cognitive processes are involved while engaging in such activities. These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. Game-based learning has proven to be a very effective method of engaging higher education students.

Students’ achievement motivation in Finnish and Chinese higher education and its relation to perceived teaching‐learning environments

2019 ◽  
Vol 61 (2) ◽  
pp. 204-217 ◽  
Author(s):  
Elina Hernesniemi ◽  
Hannu Räty ◽  
Kati Kasanen ◽  
Xuejiao Cheng ◽  
Jianzhong Hong ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Achievement Motivation ◽  
Chinese Higher Education ◽  
Teaching Learning

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

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