Polyvocal Self-Study in Transdisciplinary Higher Education Communities

2020 ◽  
pp. 1291-1322
Author(s):  
Anastasia P. Samaras ◽  
Kathleen Pithouse-Morgan
Keyword(s):  
Higher Education ◽  
Self Study

Tax audit

2021 ◽  
Author(s):  
Marina Bogdanova
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Federal State ◽  
Institutions Of Higher Education ◽  
Educational Standards ◽  
Self Study ◽  
Tax Audit ◽  
State Educational

The textbook is prepared in accordance with the curriculum for the discipline "Tax Audit". It reveals the basics of tax audit in accordance with the methodology of the audit of calculations with the budget for taxes and fees, contains recommended methods of auditing basic taxes, practical tasks, a list of recommended literature for self-study of the discipline and topics for abstracts. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of educational institutions of higher education, studying in the areas of training 38.04.01 and 38.03.01 "Economics".

scholarly journals EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Graduate Education ◽  
Inclusive Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Language Teacher Education ◽  
Post Graduate ◽  
Self Study ◽  
Graduate Teacher Education

<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

Mentoring dyads in higher education: It feels lucky, but it's more than luck

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela Fitzgerald ◽  
Noeleen McNamara
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Content Type ◽  
Body Of Knowledge ◽  
Self Study ◽  
Formal Mentoring Programs ◽  
Formal Mentoring Program

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2016 ◽  
pp. 453-476
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

Using Collaborative Self-Study Methods to Explore Culturally Responsive Pedagogy in Higher Education

2017 ◽  
Author(s):  
Heejeong Sophia Han ◽  
Eugenia Vomvoridi-Ivanović ◽  
Jennifer Jacobs ◽  
Zorka Karanxha ◽  
Allan Feldman
Keyword(s):  
Higher Education ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Study Methods ◽  
Self Study ◽  
Responsive Pedagogy

Applied Competences for Students by Using M-Learning Devices in Higher Education

2020 ◽  
pp. 44-67
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

scholarly journals The Use Of STEM Approaches To Widen Formula Derivation Steps In Material Science And Engineering Programmes At Higher Education Institutions

2021 ◽  
Vol 17 (29) ◽  
pp. 38
Author(s):  
Charles Darko
Keyword(s):  
Higher Education ◽  
Material Science ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Science And Engineering ◽  
Derivation Step ◽  
Ongoing Work ◽  
Self Study ◽  
Engineering Problems ◽  
Formula Derivation

Many complex formula derivation steps found within material science and engineering programmes are essential skill-developing activities that enhance students’ learning. However, most students lack the required mathematical knowledge to fully comprehend some of those derivation steps. This work developed a framework of clarifying some of the formula derivations steps by adding further mathematical steps that support the students’ constructive and cognitive learning. Some derivation steps were added to the derivations of the theoretical tensile strength model as well as the Maxwell’s and the Voigt-Kelvin models. The idea was not to disrupt students’ constructive or cognitive learning processes but to facilitate their learning since their ultimate aim is not to derive but to apply the steps of the modified derivations in solving other material science and engineering problems. The students benefited from the activities in two folds; firstly, they understood the reasons behind each derivation step and secondly, it improved their self-study activities by reducing their study periods. These activities provide a platform to widen STEM activities at higher education institutions. The ongoing work will look at other important formula derivation steps within material science and engineering that can enhance students’ learning.

scholarly journals Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland – a feasibility study of a higher education intervention

2020 ◽  
Author(s):  
Slavko Rogan ◽  
Jan Taeymans ◽  
Stefan Zuber ◽  
Evert Zinzen
Keyword(s):  
Higher Education ◽  
Feasibility Study ◽  
Slight Modification ◽  
Learning Goals ◽  
Control Group ◽  
Current Form ◽  
Knowledge And Skills ◽  
Self Study ◽  
Physiotherapy Students ◽  
Physiotherapy Education

Abstract BackgroundGuided self-study (G-SS) can be used as a self-directed learning method (andragogy) or self-determined learning (heutagogy) that fosters changes in knowledge and skills in a higher physiotherapy education setting. Until now, there has been no empirical evidence for the use of G-SS in higher physiotherapy education. This higher education feasibility study aimed to investigate the feasibility to establish a G-SS program in a fulltime undergraduate physiotherapy degree course. In addition, the effectiveness of the G-SS was assessed on changes in knowledge and skills.Method51 first-semester physiotherapy students were randomly divided into a G-SS group or control group (CG). The G-SS group received six cases. Each case was processed in an eight-day cycle. One week in advance, the clinical case and learning goals were provided to the students electronically (day 1). The students prepared the cases in groups and were guided by the tutor during this preparation time (day 2 to 7). The results of the group work were presented and reflected on during a moderated plenum session at day 8. The primary outcome parameters were i) exposure, ii) the responsiveness of students iii) program differentiation, and the total score in the objective structured clinical examination (OSCE) and written exams. Statistical analyses were conducted using an Intention-To-Treat (ITT) approach.ResultsThe responsiveness of students as willing to participate in the G-SS program was 23%, clearly below the set 83%, and in terms of program differentiation.No differences were found between G-SS program and normal curriculum content. G-SS as compared to the CG scored significantly better on OSCE (p < 0.01) and on the written exam (p < 0.04).ConclusionThe results showed that this higher education G-SS program in its current form was not feasible. Slight modification of the study protocol (e.g. better time planning in the academic calendar) is needed to improve the student’s responsiveness. The adjustments to the timetable must allow the physiotherapy students to prepare the clinical cases. G-SS have the potential to promote change in knowledge and skills in undergraduate physiotherapy students when students prepare the case, present the case solutions and reflect upon their actions.Trial registrationRegistry of Efficacy and Effectiveness Studies, Registry ID: #1762.1 Registered on February 26th, 2019

Sign in / Sign up

Export Citation Format

Share Document