Teaching, Learning, and Enacting of Self-Study Methodology

2018 ◽  
Keyword(s):  
Self Study ◽  
Study Methodology ◽  
Teaching Learning

scholarly journals Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Van Laren
Keyword(s):  
Teacher Education ◽  
Intermediate Phase ◽  
Aids Education ◽  
Integrated Models ◽  
The Social ◽  
Self Study ◽  
Study Methodology ◽  
Faculty Of Education ◽  
Pre Service Teacher ◽  
Hiv Aids

This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education

scholarly journals How do students want to learn in online distance education? Profiling student preferences

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Rob Koper
Keyword(s):  
Fixed Time ◽  
Distance Teaching ◽  
Prospective Students ◽  
Student Preferences ◽  
Online Distance Education ◽  
Self Study ◽  
Item Scores ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Courses

<p>How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and distance teaching?</p><p>In this study, three groups (enrolled students, <em>N</em>=1939; prospective students, <em>N</em>=296, people in the target group of the course or program, <em>N</em>=255) completed a survey consisting of 28 items with which to identify their preferences. Various significant differences in preferences between the groups were found in the item scores. Exploratory factor analysis resulted in five meaningful factors that were used to create 32 preference profiles that are identified by the dichotomized scores on the factors. In this way, the profiles conserve their dimensional relationship instead of presenting profiles as distinct types. The factors in which student preferences differ are: collaboration (group work versus self-study), pacing (fixed time schedule versus flexibility in time and tempo), the degree to which the study has a practical orientation, the degree of proactive (versus reactive) teaching and a preference for indepth learning versus superficial learning.</p><p>Significant associations have been found between preference profiles and the discipline in which the student group studies, the type of program (e.g., bachelor, master), and the number of study points obtained in the last year per discipline. The results indicate that the enrolled students are more aligned to the characteristics of the teaching-learning process than the other two groups.</p>

A comparative study of teaching-learning-self-study algorithms on benchmark function optimization

2017 ◽  
Vol 34 (3) ◽  
pp. 628-641 ◽  
Author(s):  
Hyun-Jun Cho ◽  
Faisal Ahmed ◽  
Tae Young Kim ◽  
Beom Seok Kim ◽  
Yeong-Koo Yeo
Keyword(s):  
Comparative Study ◽  
Function Optimization ◽  
Benchmark Function ◽  
Self Study ◽  
Teaching Learning

The Role of the Internet in Self-Study

2015 ◽  
Vol 4 ◽  
pp. 393
Author(s):  
Alina Gil
Keyword(s):  
Distance Education ◽  
Knowledge Economy ◽  
The Internet ◽  
Traditional Model ◽  
Basic Form ◽  
Self Study ◽  
E Learning ◽  
Teaching Learning ◽  
Modern Form

<p><em>The concepts of teaching, learning and self-education are the most essential aspects in the processes of preparing employees for knowledge economy as well as in the processes of developing and improving skills required not only at work, but also in personal life.The Internet constitutes an essential link in educationasa basic form of teaching and a supplementary element not only in the traditional model of instruction, but also in self-education.The following article presents questions concerning self-education and the Internet as a place and technique of self-education, as well as the concept of e-learning as a modern form of distance education.</em><em></em></p>

scholarly journals Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Darlene Parker ◽  
Deirdre Smith ◽  
Patricia Goldblatt
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Faculty Members ◽  
Initial Teacher Education ◽  
Case Study Methodology ◽  
Self Study ◽  
Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

An effective teaching-learning-based optimization algorithm for the multi-skill resource-constrained project scheduling problem

2019 ◽  
Vol 14 (4) ◽  
pp. 1064-1087
Author(s):  
Dheeraj Joshi ◽  
M.L. Mittal ◽  
Milind Kumar Sharma ◽  
Manish Kumar
Keyword(s):  
Project Scheduling ◽  
Scheduling Problem ◽  
Exploration And Exploitation ◽  
Resource Constrained ◽  
Content Type ◽  
Resource Constrained Project Scheduling ◽  
Self Study ◽  
Teaching Learning Based Optimization ◽  
Project Scheduling Problem ◽  
Teaching Learning

Purpose The purpose of this paper is to consider one of the recent and practical extensions of the resource-constrained project scheduling problem (RCPSP) termed as the multi-skill resource-constrained project scheduling problem (MSRCPSP) for investigation. The objective is the minimization of the makespan or total project duration. Design/methodology/approach To solve this complex problem, the authors propose a teaching–learning-based optimization (TLBO) algorithm in which self-study and examination have been used as additional features to enhance its exploration and exploitation capabilities. An activity list-based encoding scheme has been modified to include the resource assignment information because of the multi-skill nature of the algorithm. In addition, a genetic algorithm (GA) is also developed in this work for the purpose of comparisons. The computational experiments are performed on 216 test instances with varying complexity and characteristics generated for the purpose. Findings The results obtained after computations show that the TLBO has performed significantly better than GA in terms of average percentage deviation from the critical path-based lower bound for different combinations of three parameters, namely, skill factor, network complexity and modified resource strength. Research limitations/implications The modified TLBO proposed in this paper can be conveniently applied to any product or service organization wherein human resources are involved in executing project activities. Practical implications The developed model can suitably handle resource allocation problems faced in real-life large-sized projects usually administered in software development companies, consultancy firms, R&D-based organizations, maintenance firms, big construction houses, etc. wherein human resources are involved. Originality/value The current work aims to propose an effective metaheuristic for a more realistic version of MSRCPSP, in which resource requirements of activities may be more than one. Moreover, to enhance the exploration and exploitation capabilities of the original TLBO, the authors use two additional concepts, namely, self-study and examination in the search process.

scholarly journals A Critical Approach to University-Community Partnerships: Reflecting on the Diverse Realities

2021 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Heloise Sathorar ◽  
Deldre Geduld
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Community Partnerships ◽  
Critical Approach ◽  
Contested Space ◽  
The Core ◽  
Self Study ◽  
Engagement Process ◽  
Study Methodology ◽  
University Community

Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned themselves in engagement projects as the singular organisation that has knowledge to offer when compared to what the community can offer. In this paper, we propose a critical engagement process to enhance collaboration in engagement projects. Our qualitative study resides in a critical theory paradigm, and we used drawings as well as narrative free writing to reflect and explore our perceptions regarding community engagement. We used the collaborative self-study methodology because it provides opportunities for critical and self-critical reflection that could lead us to discovering valuable insights, as well as provide suggestions on how to enhance university community partnerships. Our findings suggest that, despite legislation and efforts to enhance university community engagement, this remains a contested space where power relations, inequality, and claims to knowledge ownership continue to pose challenges.

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