scholarly journals Design students’ perceptions of a wiki enhanced English learning at university

2020 ◽  
Vol 87 ◽  
pp. 00054
Author(s):  
M.S. Liashenko
Keyword(s):  
Learning Community ◽  
Course Completion ◽  
Small Scale ◽  
English Learning ◽  
Structured Interviews ◽  
Wiki Technology ◽  
Design Students ◽  
Teaching Learning ◽  
Collaborative Activities ◽  
The University

This small-scale research is aimed at exploring design students’ perceptions of collaborative English learning via a wiki site when doing a course of English for specific purposes (ESP) at the university. The learning community based on a wiki platform was launched to improve English skills in collaborative activities with the teacher and the peers. Semi structured interviews were conducted with the design students on a voluntary basis after the course completion. The data was analyzed using a qualitative analysis, which is resulted in five main categories describing design students’ perceptions of their experiences. The results enabled to present a model of wiki enhanced learning which is grounded in theory of teaching-learning cycle. It is expected to provide an insight into the strengths and limitations of collaborative learning via wiki technology and address the challenges and outcomes of deploying wiki sites into the educational context at university.

The failure of non‐binding declarations to achieve university sustainability

2007 ◽  
Vol 8 (3) ◽  
pp. 301-316 ◽  
Author(s):  
S.A. Bekessy ◽  
K. Samson ◽  
R.E. Clarkson
Keyword(s):  
Best Practice ◽  
Small Scale ◽  
Structured Interviews ◽  
Pilot Studies ◽  
Content Type ◽  
Institute Of Technology ◽  
University Leaders ◽  
The University ◽  
The Impact ◽  
Insight Into

PurposeThis paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.Design/methodology/approachA case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.FindingsNew implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.Practical implicationsRelying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.Originality/valueThe initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

scholarly journals My.monash: Supporting students and staff in teaching, learning and administration

2002 ◽  
Vol 18 (1) ◽  
Author(s):  
David M. Kennedy ◽  
Len Webster ◽  
Robyn Benson ◽  
Di James ◽  
Nathan Bailey
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Extreme Programming ◽  
Future Directions ◽  
Learning Programs ◽  
Innovative Learning ◽  
Teaching Learning ◽  
Collaborative Activities ◽  
Key Resources ◽  
The University

The my.monash Portal (Portal) provides a virtual gateway to support student centred flexible learning by coordinating many of the university’s key resources to meet the needs of students and staff. The Portal is intended to help deliver innovative learning programs, foster opportunities to undertake research, increase flexibility of access to resources and services, support asynchronous approaches to teaching and learning, and allow online teaching and learning environments to be more responsive to changing student needs. In essence, it is part of a recent movement in higher education towards providing more complete, holistic online environments for students and staff by converging a number of technologies. The project has been developed with an innovative software design model (extreme programming) that involves rapid prototyping, in which iterative and continuous evaluation by staff and students is used to inform all aspects of the project’s design and development. This has resulted in significant collaborative activities across a wide cross section of the university community. The paper will address each of these aspects in turn, concluding with the results of the evaluation processes and future directions for the development of the Portal.

scholarly journals Tecnologias educativas no processo formativo: discurso dos acadêmicos de enfermagem

2019 ◽  
Vol 13 (1) ◽  
pp. 155
Author(s):  
Marília Moreira Torres Gadelha ◽  
Isaura Carolina Brandão Bezerra ◽  
Jéssica Mayara Almeida Silva ◽  
Mayara Evangelista de Andrade ◽  
Marcelo Costa Fernandes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Educational Games ◽  
Educational Technologies ◽  
Structured Interviews ◽  
Technology Students ◽  
Innovative Method ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
The University ◽  
Process Method

ABSTRACT Objective: to analyze the discourses of nursing students about educational technologies in the teaching-learning process. Method: this is a qualitative, descriptive study. The data was collected through semi-structured interviews with 16 nursing students, from November 2016 to January 2017. The statements were analyzed through Discourse Analysis, presenting them by means of a you speak Results: educational technologies were perceived as innovative method in teaching, having the most preponderant element related to ludic practices, a situation in which games were the most relevant examples to stimulate the student's learning. It is promoted, through the application of educational games, through the teachers, a sensitizing environment, in which learning by playing reflects, in academics, innovative and challenging motivation to study. Conclusion: the use of educational technologies in academic formation to the initiative, as well as to the interaction between teachers, students and the university itself is linked. It is observed that the playful is a way to construct the learning, in an interactive and sensitive way, favoring the critical formation of the nurse. Descritores: Health Education; Educational Technology; Students, Nursing; Nursing; Models, Educational; Play Therapy. RESUMOObjetivo: analisar os discursos dos acadêmicos de Enfermagem sobre as tecnologias educativas no processo de ensino-aprendizagem. Método: trata-se um estudo qualitativo, descritivo. Coletaram-se os dados por meio de entrevistas semiestruturadas, com 16 acadêmicos de Enfermagem, no período de novembro de 2016 a janeiro de 2017. Analisaram-se os depoimentos por meio da Análise de Discurso, apresentando-os por meio de recorte dos registros das falas. Resultados: perceberam-se as tecnologias educativas enquanto método inovador no ensino, tendo o elemento mais preponderante relacionado às práticas lúdicas, situação esta em que os jogos foram os exemplos mais relevantes para estimular o aprendizado do discente. Promove-se, pela aplicação dos jogos educativos, por meio dos docentes, ambiente sensibilizador, no qual o aprender brincando reflete, nos acadêmicos, motivação inovadora e desafiadora de estudar. Conclusão: atrela-se o uso das tecnologias educativas na formação acadêmica à inciativa, bem como à interação entre docentes, discentes e à própria universidade. Observa-se que o lúdico é um caminho para construir o aprendizado, de maneira interativa e sensível, favorecendo a formação crítica do enfermeiro. Descritores: Educação em Saúde; Tecnologia Educacional; Estudantes de Enfermagem; Enfermagem; Modelos Educacionais; Ludoterapia. RESUMEN Objetivo: analizar los discursos de los académicos de Enfermería sobre las tecnologías educativas en el proceso de enseñanza-aprendizaje. Método: se trata de un estudio cualitativo, descriptivo. Se recogen los datos por medio de entrevistas semiestructuradas, con 16 académicos de Enfermería, en el período de noviembre de 2016 a enero de 2017. Se analizaron los testimonios por medio del Análisis de Discurso, presentándolos por medio de recorte de los registros de las conversaciones. Resultados: se percibió las tecnologías educativas como método innovador en la enseñanza, teniendo el elemento más preponderante relacionado a las prácticas lúdicas, situación en que los juegos fueron los ejemplos más relevantes para estimular el aprendizaje del alumnado. Se promueve, por la aplicación de los juegos educativos, por medio de los docentes, ambiente sensibilizador, en el cual el aprender jugando refleja, en los académicos, motivación innovadora y desafiante de estudiar. Conclusión: se atreve el uso de las tecnologías educativas en la formación académica a la iniciativa, así como a la interacción entre docentes, discentes y la propia universidad. Se observa que el lúdico es un camino para construir el aprendizaje, de manera interactiva y sensible, favoreciendo la formación crítica del enfermero. Descritores: Educación en Salud; Tecnología Educacional; Estudiantes de Enfermería; Enfermería; Modelos Educacionales; Ludoterapia. 

scholarly journals Building a Methodology for the Learning of English in Rural Context: Learners Insights

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Yendry Dover-Carrillo ◽  
Aleida Rosales-Acosta ◽  
Rocío Pérez-Vidaurre
Keyword(s):  
Costa Rica ◽  
Rural Areas ◽  
Research Process ◽  
Target Language ◽  
English Learning ◽  
Structured Interviews ◽  
Innovative Methodology ◽  
Teaching Learning ◽  
Interpretive Design ◽  
Gulf Of Nicoya

This article shows the results of a research and university extension project carried out at the Chorotega campus of the Universidad Nacional, Costa Rica, titled Constructing an innovative methodology that favors English learning in people with low schooling in rural areas of the Gulf of Nicoya and the Chorotega Region, Costa Rica. (Rosales, Vidaurre y Dover, 2013-2015). The purpose was to show how the participants’ insights contribute to the design of a teaching-learning approach for English learning in non-traditional contexts. A qualitative study was conducted with a descriptive, interpretive design. In this study, the 30 participants became active informants in the research process carried out before, during and after the training; they came from the rural areas of the Gulf of Nicoya and the Chorotega Region. The data was collected using three instruments: observation, semi-structured interviews, and focus groups. The findings showed that the incorporation of the observations and suggestions, exposed by the learners, influenced the process of acquisition of the target language and favored the selection of linguistic, social, and contextual content according to the learners’ reality.

scholarly journals Developing Digital English Materials Based on Contextual Teaching Learning for Economics Students

2021 ◽  
Vol 14 (1) ◽  
pp. 1
Author(s):  
Imam Fauzi ◽  
Yayat Ruhiat ◽  
Lukmanul Hakim
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Learning Needs ◽  
Learning Resources ◽  
English Learning ◽  
Fundamental Goal ◽  
Economics Students ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
The University

This study refers to the problem study of the teaching and learning needs which requires English learning resources in order to meet the expectations of students during the ESP pandemic teaching and learning process. The fundamental goal of this research is to create effective digital English learning resources for students at the University of Serang Raya's Economics faculty. The main goals of creating a digital English coursebook based on contextual teaching-learning are to help Economics students enhance their English language skills and to meet their learning demands. This research was carried out using the PSDD model as a research and development method (Preliminary Study, Design, and Develop). The information is gathered using a questionnaire and a speech assessment form.

scholarly journals Theoretical and Empirical Background for a Higher Education Model of Active Community Learning

2019 ◽  
Author(s):  
Gabriella Pusztai ◽  
Zsuzsanna Demeter-Karászi ◽  
Tímea Szűcs
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Community Learning ◽  
Research Directions ◽  
Non Traditional Students ◽  
Basic And Applied Research ◽  
New Research ◽  
Teaching Learning ◽  
The University ◽  
Development Center

Higher Education Research and Development Center (CHERD) at the University of Debrecen performed several basic and applied research on Higher Education. Debrecen is a typical regional HE institution with international attraction in the peripheral area of EU. We performed a series of student surveys during the last decade, and we had the opportunity to reveal the process of gaining ground of non-traditional students in HE. Our center provides an inspiring context for  researchers, where they have opportunity to discuss  their formulating new research directions  and to interpretat data and research results together. The Center supports talent esplorations and -development. Both MA/PhD students and researchers with great experience work together as a learning community. Thus, the mutual transfer and exchange of experience makes possible a continuous teaching-learning process during the research. Further more the concentration of professional development increases a special form of social capital.

scholarly journals THE GAP BETWEEN LEARNING NEEDS AND ITS IMPLEMENTATION IN ENGLISH FOR HOSPITALITY SPECIFIC PURPOSES PROGRAM

2017 ◽  
Vol 6 (1) ◽  
pp. 125
Author(s):  
Dian Kardijan
Keyword(s):  
Instructional Design ◽  
Learning Process ◽  
Hospitality Industry ◽  
Teaching Method ◽  
Communicative Competence ◽  
Learning Needs ◽  
English Learning ◽  
Structured Interviews ◽  
Learning Program ◽  
Teaching Learning

This study is to reveal the gap between the English language communicative competence required by students of the hospitality department and English learning program provided at state of Vocational High School 1 Tasikmalaya, Indonesia, drawing through qualitative evaluation approach, including semi-structured interviews and observations. It explores how learning needs is implemented in teaching-learning process and the respondents description, what they saw and what they felt. Findings show inconsistency between learning needs in enrichment students English communicative competence and teaching-learning process. This prompts a re-instructional design of English learning for hospitality specific purposes program at this department currently. It provides to support of graduating required at hospitality industry workplace. Lead of recommendations, in terms of both the instructional design including materials development, teaching method usage and the professional development of ESP teachers, to address an understanding of the gap identified, so that students will enable to communicate more effectively with the English, in such contexts graduates can hire at the hospitality industry workplace.Keywords: learning needs, pre-vocational English field, authentic materials and teaching methods

Hearing Voices of Local Graduates in a Malaysian Workplace on Their English Language Competency

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Teoh Mei Lin
Keyword(s):  
Curriculum Design ◽  
English Language ◽  
Language Skills ◽  
Small Scale ◽  
Structured Interviews ◽  
Manufacturing Firm ◽  
Hearing Voices ◽  
Tertiary Institutions ◽  
Language Competency ◽  
The University

The call from the Ministry of Higher Education Malaysia to academics in tertiary institutions to collaborate with industry is pertinent where curriculum design is concerned. Far too often what we teach in the university does not match with real world needs. Hence this small scale study is one which aims to bridge that gap. Using a quasi-ethnographic approach, the researcher who was based at a manufacturing firm in Klang Valley, observed the company activities and carried out semi structured interviews with employees who have graduated from local universities. The aim of the study is to find out whether they have a need to improve their English language skills, and if so, in what areas would they want to be trained. In hearing their “voices”, various perspectives were obtained regarding their competence at the workplace. The findings revealed that work competency does not rely on language skills alone, but other factors come into play and these need to be given attention as well.

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3307-3315
Author(s):  
Syed Hussain Raza Zaidi ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Mahwish Arooj ◽  
Sara Mukhtar
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Integrated Curriculum ◽  
Medical Curriculum ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Teaching Learning ◽  
Integrated Assessments ◽  
The University ◽  
The Impact

Introduction: While most of the institution in our country follow the Flexnerian model of medical education, only a handful of medical colleges have embraced the integrated medical curriculum. Literature on impact of integration on the preclinical disciplines is sparse. This study aims to elucidate the impact of integration on the preclinical disciplines, their content, teaching, learning, and assessment. Methods: This qualitative exploratory study was conducted at the University College of Medicine and Dentistry from July to September 2020. Twenty-one semi-structured interviews were conducted with the faculty members from pre-clinical disciplines (Physiology, Anatomy, Biochemistry, Pharmacology, Pathology, Forensic Medicine & Community Medicine). The data was recorded, transcribed, coded and thematic analysis was done by using Atlas Ti version 7. Results: The thematic analysis of the transcripts resulted in twenty subthemes, from which five themes emerged. The study revealed that the faculty of preclinical disciplines perceived that departmental identity has been compromised since the switch to integrated medical curriculum. But, the relationships, both intradepartmental and interdepartmental of preclinical disciplines have improved significantly. Moreover, the number and depth of topics has also been affected. But the students learning approach was of major concern for the respondents. The student’s performance in the assessments was affected due to their learning approaches. Even though the number of assessments were deemed adequate, the depth of assessments had been negatively affected as a result of integrated assessments. Conclusion: Integrated curriculum has profound impact on pre-clinical disciplines. Any institution that wishes to introduce a modular integrated curriculum should take into account the findings reported in this study. Keywords: preclinical disciplines, organ system-based curriculum, impact of integration, faculty perspective, exploratory study

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