Malaysian Experiences of Incorporating Green Chemistry into Teaching and Learning of Chemistry across Secondary and Tertiary Education

2020 ◽  
pp. 161-174
Author(s):  
Mageswary Karpudewan
Keyword(s):  
Green Chemistry ◽  
Teaching And Learning ◽  
Tertiary Education

BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Greig Krull ◽  
Brenda Mallinson
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Staff ◽  
Online Communication ◽  
Distance Teaching ◽  
Online Learners ◽  
Web Technologies ◽  
Course Material ◽  
Practical Experiences ◽  
Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

scholarly journals SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 4-9
Author(s):  
O. Vysotska ◽  
S. Vysotska
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Education ◽  
Media Education ◽  
Successful Implementation ◽  
The West ◽  
Effective Media ◽  
Development Approach

The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

scholarly journals Image Processing: Capturing Student Attendance Data

2017 ◽  
Vol 16 (7) ◽  
pp. 7002-7009
Author(s):  
Hendra - Kurniawan ◽  
Melda Agarina ◽  
Suhendro Yusuf Irianto
Keyword(s):  
Image Processing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Process Model ◽  
Tertiary Education ◽  
Recognition System ◽  
Student Attendance ◽  
Processing Application ◽  
Student Activities ◽  
Facial Recognition System

Role of the student attendance record is very important in the primary, secondary, and tertiary education. The purpose of this record is monitoring student activity in the teaching and learning process and regarded as one of the important learning assessments. Moreover, a data processing for recording the student attendance is currently done in various ways such as fingerprint, radio frequent identification (RFID), facial recognition system, android-based application, and others. However, many conventional ways (i.e., using paper-based system) are still used, especially in Indonesia. This is because several universities still rarely have enough funds for developing innovative systems. In this research, the image processing application for capturing student attendance data was built. The objective of this research was to provide an efficient alternative to monitor student activities in teaching and learning process. The image processing produced the information related to student attendance by scanning the attendance file through jpg/jpeg using learning vector quantization (LVG) as the process model.

scholarly journals Lecturers’ Perceptions on Challenges and Expectations on Work Conditions: Case of Zimbabwe Rural State University

2021 ◽  
Vol 9 (2) ◽  
pp. 87
Author(s):  
Munyaradzi Chidarikire
Keyword(s):  
Learning Outcomes ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Work Conditions ◽  
Highly Qualified ◽  
Quality Of Teaching ◽  
Education Data ◽  
University Lecturers

This qualitative paper explored the Zimbabwe rural university lecturers’ experiences, challenges, and expectations in the execution of their duties, as they are highly de-motivated. The Zimbabwe Higher and Tertiary Education 5.0 thrust states the roles of universities as consisting of five critical issues: Teaching, Research, Community Engagement, Innovation, and Industrialization have been greatly affected by challenges cited in this article. There is a dearth of literature on the challenges faced by and there is a lack of solutions propagated by lecturers in universities located in rural areas in Zimbabwe. The quality of teaching and learning outcomes in Zimbabwe universities have been deteriorating due to financial, high workload among others. Hence, there is a need to engage in this study to find university lecturers’ views on how these challenges should be addressed to enhance the quality of teaching and learning outcomes. Abraham Maslow’s theoretical framework and narrative paradigm were used in this paper. A purposive sample was used to select nine knowledge-rich university lecturers from Faculty of Education. Data was generated through focus group discussions and content thematic analysis was used to analyze data. The participants responded to two critical questions: ‘what are the challenges faced by rural university lecturers and what should be done to mitigate challenges affecting lecturers in rural areas?’ This article found that highly qualified university lecturers in Zimbabwe are leaving rural universities to international universities seeking greener pastures. Therefore, the paper recommended that Zimbabwe university lecturers should receive salaries and other benefits at par with international universities.

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

scholarly journals Grammatical Intricacy in EFL Textbooks

2017 ◽  
Vol 5 (2) ◽  
pp. 127 ◽  
Author(s):  
Vinh To
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Linguistic Features ◽  
Linguistic Complexity ◽  
Efl Learners ◽  
The Mean ◽  
Lexical Density ◽  
English Textbooks ◽  
Different Levels

Grammatical intricacy is an important concept in charactering complexity of language (Halliday, 2008). However, this concept has not yet been fully investigated in the teaching and learning of English as a foreign language (TEFL), particular in English as a foreign language (EFL) textbooks in higher education. This paper aims to examine grammatical intricacy across textbook levels in a book series used in tertiary education in the Vietnamese context. This is part of a larger research project looking at linguistic complexity of English textbooks in the TEFL setting. The research employed Systemic Functional Linguistics (SFL) as the main theoretical framework and Halliday’s method as a measure of grammatical intricacy to look at how this language feature was used in reading comprehension texts in four textbooks at different levels including elementary, pre-intermediate, inter-mediate and upper-intermediate. The findings revealed that grammatical intricacy increased in accordance with the book levels. Particularly, the mean scores of grammatical intricacy showed a gradual increase from the elementary to the intermediate book level; though they were not different significantly and the upper-intermediate textbook did not show the topmost grammatical complexity. These findings suggest that the use of grammatical intricacy in the investigated textbooks was appropriate for EFL learners across levels; however, the use of other linguistic features such as lexical density and nominalisation may potentially impact the use of simple clauses in the textbooks at a higher level. Thus, further investigations are recommended to fully explore the complexity of textbook language.      

scholarly journals Apples and Oranges: A Framework to Explore the Practiced Pedagogy in Experiential Learning

2015 ◽  
Vol 5 (3) ◽  
pp. 67 ◽  
Author(s):  
George Peter Banky ◽  
Aaron S Blicblau
Keyword(s):  
Teaching And Learning ◽  
Laboratory Experiments ◽  
Tertiary Education ◽  
Science And Engineering ◽  
Online Student ◽  
Scientific Training ◽  
Face To Face ◽  
Educational Environments ◽  
Experimental Learning ◽  
The Common

Experimental learning, traditionally conducted in on-campus laboratory venues, is the cornerstone of science and engineering education. To satisfy online student and accreditation requirements, the common practice has been to offer equivalent remote and/or simulated laboratory experiments in lieu of the ones delivered, face-to-face, on campus. The current implementations of both remote and simulated laboratories tend to be specified with a focus on technical characteristics, instead of pedagogical requirements. This work attempts to redress this situation by detailing a framework for the investigation of quality teaching and learning in existing and proposed experimental educational environments. For the tertiary education sector, involved with technical or scientific training, a tool capable of comparatively assessing the pedagogical limitations of laboratory venues is an important aid during the planning, designing and evaluating stages of face-to-face and online environments that facilitate student experimentation. Providing quality experimental learning venues has been identified as one of the distance-education providers’ greatest challenges.

scholarly journals What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review

2020 ◽  
Vol 17 (21) ◽  
pp. 7876
Author(s):  
Meiai Chen ◽  
Eila Jeronen ◽  
Anming Wang
Keyword(s):  
Preservice Teachers ◽  
Green Chemistry ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Chemistry Teaching ◽  
Learning Skills ◽  
Interdisciplinary Learning ◽  
Chemistry Learning

In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

A Discussion With Sandy O’Sullivan About Key Issues for the Australian Indigenous Studies Learning and Teaching Network

2014 ◽  
Vol 43 (1) ◽  
pp. 52-57
Author(s):  
Katelyn Barney
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Indigenous Studies ◽  
Tertiary Level ◽  
Important Work ◽  
Learning And Teaching ◽  
The Future ◽  
Key Issues

This article takes the form of an interview with Sandy O’Sullivan, who is a partner on the Australian Indigenous Studies Learning and Teaching Network, about key issues that have arisen through Network discussions. She is a Wiradjuri woman and a Senior Aboriginal researcher at the Batchelor Institute of Indigenous Tertiary Education. O’Sullivan emphasises the strengths of the Network and difficulties the Network participants have had in defining ‘Indigenous Studies’. She also discusses the important work for the Network to do into the future, to continue to strengthen relationships between educators and improve teaching and learning of Indigenous Studies at tertiary level.

scholarly journals Pair programming: more than just working together in pairs.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Elsa Mentz
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Pair Programming ◽  
Tertiary Level ◽  
Effective Manner ◽  
Working Together ◽  
Improved Learning ◽  
Quality Programming ◽  
Teaching Learning

Pair programming originated in the industry where focus is placed on the development of a programme at the most costand time-effective manner, and within the parameters of quality. In this context, a specific programming code is not developed individually; rather, two people work together in order to ensure a higher quality programming code and to motivate each other to work at a faster pace. The problem with this approach was that novice programmers lacked the social skills to work in pairs as they had not been exposed to this sufficiently at tertiary level. The demand of the industry, especially in terms of programmers needing to be able to programme together, led to the incorporation of pair programming at tertiary level in the late nineties. The pedagogical principles on which any teaching-learning strategy should be built were, however, largely overlooked during this process. This article firstly looks into the semantic and ontological differences between co-operative and collaborative learning and secondly argues that pair programming, within the context of a social constructivist approach to teaching and learning, can be seen as a co-operative teaching-learning strategy. Pair programming is more than just allowing two students to work together on a programming task. The more structured way, in which pair programming needs to be implemented, concur with the principles of co-operative learning. The article concludes that the correct pedagogical application of pair programming as a co-operative teaching-learning strategy in tertiary education will result in improved learning capital.

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