Students' perceptions of music courses in the Birmingham and Solihull Learning and Skills Council Area

2007 ◽  
Vol 24 (1) ◽  
pp. 37-53
Author(s):  
Adrian Hancock ◽  
Janet Hoskyns
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Wide Range ◽  
The University

During 2003/4 a team from the University of Central England in Birmingham (now UCE Birmingham) undertook an evaluation of student perceptions of their music courses as part of the Birmingham and Solihull Learning and Skills Council review of music in the area. As well as identifying the wide range of courses available in the locality and students' perceptions of the teaching and learning they undertook, the research uncovered some significant issues about the nature of musical learning for those aged 14+ and the pathways and guidance that they received both before and during their courses of study.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

THE DEVELOPMENT OF CRITICAL THINKING FOR HIGHER STUDENTS: NOTES OF THE ENGLISH TEACHER

2020 ◽  
Author(s):  
I. B. Ushakova
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Law Students ◽  
English Teacher ◽  
Wide Range ◽  
The University ◽  
Learning English

The paper is devoted to critical thinking development techniques in the process of teaching and learning English at the University. A wide range of “critical thinking” definitions and interpretations was studied to single out those ideas that help to form the basis for choosing particular critical thinking development techniques. In this paper we focus on our didactic experience in developing critical thinking skills of law students.

scholarly journals Interacting at a distance: Staff and student perceptions of teaching and learning via video conferencing

1993 ◽  
Vol 9 (1) ◽  
Author(s):  
John Schiller ◽  
John Mitchell
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
South Australia ◽  
Further Education ◽  
Communications Technology ◽  
New Form ◽  
Teaching Learning ◽  
The University ◽  
Further Education Colleges

<span>Video conferencing is a new form of communications technology which allows students and lecturers to interact at a distance. Its use is currently being expanded within the university sector, particularly Distance Education Centres, and in Technical and Further Education Colleges. Using nine Colleges of TAFE in South Australia as case studies, this paper explores the nature of video conferencing, its major uses, and evolving, unique characteristics of teaching/learning methodologies for video conferencing. Staff and student perceptions of the appropriateness of video conferencing as an interactive medium are also presented.</span>

scholarly journals Peer Assisted Study Support (PASS) and Students as Change Agents (SACA) in Mathematics at the University of Nottingham

2016 ◽  
Vol 14 (3) ◽  
pp. 39 ◽  
Author(s):  
Stephen Cox ◽  
Laurence Cook ◽  
Sam Nield
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Change Agents ◽  
Wide Range ◽  
Change Leaders ◽  
Study Support ◽  
The University ◽  
Teaching Transformation ◽  
Pass Scheme

In 2015-16, a Peer Assisted Study Support (PASS) scheme was introduced in Mathematics at the University of Nottingham.  This PASS scheme is intimately linked to the University’s Nottingham Advantage Award (NAA) scheme, which recognises a wide range of students’ extracurricular activities, including serving as a PASS Leader.  Furthermore, the PASS scheme has been developed in conjunction with the NAA’s Students as Change Agents and Change Leaders (SACA and SACL) programmes, which recognise student-staff partnerships that change teaching and learning practice.  Essential to the success of the scheme has been its genesis through a student-staff partnership, in particular two summer internships in 2015 to develop PASS materials, supported by the Sigma Network and the University’s Teaching Transformation Programme.

scholarly journals Changing the Admission Process of Subject Teacher’s Pedagogical Studies: A Case Study at the University of Oulu

2013 ◽  
Vol 1 (5) ◽  
pp. 479-501
Author(s):  
Eila Jeronen ◽  
Merja Karjalainen ◽  
Heikki Kuoppala ◽  
Minna Sääskilahti ◽  
Helena Tirri
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Constructivist Teaching ◽  
Admission Process ◽  
Wide Range ◽  
Humanities Faculty ◽  
Faculty Of Education ◽  
The University ◽  
New Student

This qualitative case study aims to obtain information about the conceptions of the students and university staff concerning the new student admission process of subject teacher education at the University of Oulu. The new process was developed based on constructivist teaching and learning theories. A total of 206 students and 51 university teachers from the Faculty of Humanities, Faculty of Education and Faculty of Natural Sciences participated in the research voluntarily. The data were collected by questionnaires in 2010–2012. It was analysed by the deductive and inductive content analysis method. Based on the conceptions of the respondents, the guidelines for student admission are quite adequate. The new admission criteria (opening speech, interaction skills, motivation, conception of schoool and learners, and academic skills) were evaluated to be suitable for the purpose. The wide range of skills required for working as a teacher was found to be well reflected in the criteria. Most students and interviewers thought that the students participated in and directed the discussions actively. Positive characteristics of students and supportive behaviour of the interviewers helped discussion along. The goal of the new student admission process was to remove the differences in student admission processes and criteria between different faculties at the University of Oulu. It seems that this was successful. Most respondents evaluated the new admission process as useful.

scholarly journals Categorizing findings on Language Tutor Autonomy (LTA) From Interviews

Relay Journal ◽  
2018 ◽  
pp. 236-246
Author(s):  
Tomoya Shirakawa
Keyword(s):  
Teaching And Learning ◽  
Social Contexts ◽  
Qualitative Approach ◽  
Future Research ◽  
Structured Interviews ◽  
Practical Applications ◽  
Tutoring Program ◽  
Wide Range ◽  
International University ◽  
The University

Language Tutor Autonomy (LTA) is a new area of research and spans a wide range of social contexts with important implications. Anyone can be a tutor, and by doing so, they can learn by teaching. LTA can potentially may have many practical applications and, therefore, should be subject to further investigation. This study used interviews to understand LTA from the tutors’ perspective. The context was a peer tutoring program at an international university in Japan specializing in self-access learning. 11 tutors participated in the research, who are all undergraduate (2nd to 4th year) students enrolled in the university. A qualitative approach using semi-structured interviews was employed in order to understand how their teaching as tutors influences their learning as students, and, primarily, to identify unique aspects of LTA. The results were organized according to interview questions concerning: (1) dealing with difficulty, (2) preparing for weekly sessions, (3) sharing experiences (beyond teaching English) and (4) developing personally from the tutoring experience. The paper will offer a model of LTA and a framework for future research and practical applications in self-access learning settings, including peer teaching and learning advising.

scholarly journals Editorial

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Lucas F. M. da Silva ◽  
António M. Ferreira
Keyword(s):  
Technology Education ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Research Experience ◽  
Special Issue ◽  
Learning Mechanisms ◽  
Science And Technology Education ◽  
Wide Range ◽  
The University ◽  
Learning Issues

This special issue of University of Porto Journal of Engineering contains selected papers presented at the 1st International Conference on Science and Technology Education STE 2020, held at Faculty of Engineering of the University of Porto (FEUP), Portugal, during 15-16 October 2020. This conference is held every year. The conference is co-chaired by António Ferreira (University of Porto, Portugal), Lucas F. M. da Silva (University of Porto, Portugal) and Claudio R. Brito (COPEC, Brazil). The goal of the conference is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. About 50 papers were presented by researchers from nearly 20 countries. In order to disseminate the work presented at STE 2020, selected papers were prepared which resulted in the present special issue. Various topics are covered resulting in seven papers dealing with learning mechanisms (first three papers), learning systems (following three papers) and diversity and inclusiveness (last paper). The papers presented here are good examples of the latest trends related to science and technology education. The editors wish to thank all the authors for their participation and cooperation, which made this volume possible. Finally, they would like to thank the team of FEUP library, especially Luís Miguel Costa, for the excellent cooperation during the preparation of this issue.

Voices of dissent: unpacking Vietnamese international student experience

2017 ◽  
Vol 31 (3) ◽  
pp. 280-292
Author(s):  
Le Huong ◽  
Fung Kuen Koo ◽  
Rodney Arambewela ◽  
Ambika Zutshi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
International Student ◽  
English Language ◽  
Content Type ◽  
The University ◽  
Depth Interviews

Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.

scholarly journals Exploring student thoughts and perception of videos as a learning resource

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S133-S133
Author(s):  
Gianluca Di Pasqua ◽  
Pranav Mahajan
Keyword(s):  
Medical Education ◽  
Focus Groups ◽  
Mental State ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Production Quality ◽  
Learning Resource ◽  
Wide Range ◽  
The University ◽  
State Examination

AimsAs medical education becomes increasingly digital, there is a plethora of readily available video resources available to medical students, aimed at teaching a wide range of topics. Despite this abundance, students report a myriad of issues. These range from videos containing outdated material, being of a poor production quality, and not being entirely relevant to their learning objectives. The aim of this study is to explore student thoughts and perceptions of videos as a teaching and learning resource. As the Mental State Examination is a component of the Psychiatry curriculum that students often find difficult, we have written, filmed and produced a video series explaining and demonstrating it.MethodFollowing the production of the Mental State Examination videos at the University of Sheffield – which contained multiple doctor-patient consultations, interspersed with narration outlining the key learning points – three focus groups were undertaken. These were aimed at understanding student thoughts and perception on the new videos, and the use of videos in medical education in general. Taking a qualitative approach, thematic analysis was performed on the content of the focus groups.ResultThere was universal positive feedback about the structure and content of the videos we had produced; students enjoyed observing the various doctor-patient consultations and felt the separate elements of the Mental State Examination was explained logically and concisely. Furthermore, students appreciated that the videos were produced at their own University, believing this added to their validity. With regards to videos as a teaching resource in general, focus groups revealed that students appreciated specific, relevant and novel video material. Most students felt that videos can play an important role in medical education. There was a unanimous belief however that videos used in medical education should be produced well and be factually correct.ConclusionUnderstanding how students feel about videos as a teaching and learning resource is crucial in the development of more in the future. This study suggests more video resources for many areas, both within Psychiatry, and within the greater sphere of medical education, would be welcomed. This ought to be accompanied with student evaluation.

Focus on form and corrective feedback research at the University of Victoria, Canada

2018 ◽  
Vol 51 (2) ◽  
pp. 278-283 ◽  
Author(s):  
Sibo Chen ◽  
Hossein Nassaji
Keyword(s):  
Research Group ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Corrective Feedback ◽  
Focus On Form ◽  
Wide Range ◽  
Teaching Support ◽  
The University ◽  
Empirical Approaches

The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies concern language teaching and learning, some of which are conducted in classroom settings. In this article, we provide a brief overview of recent corrective feedback research conducted by UVic Applied Linguistics Research Group.

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