Evaluation of the University Teaching/Learning Process for the Improvement of Quality in Higher Education

2003 ◽  
Vol 28 (2) ◽  
pp. 165-178 ◽  
Author(s):  
FERNANDO DOMÉNECH BETORET ◽  
ADELA DESCALS TOMÁS
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
University Teaching ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
The University

scholarly journals University Teachers’ Perception of Quality in Higher Education in Ethiopia: A Case Study of Dire Dawa University

2019 ◽  
pp. 1-15
Author(s):  
Melaku Masresha Woldeamanuel ◽  
Belay Sitotaw Goshu
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Educational Institution ◽  
Sampling Technique ◽  
Process Indicators ◽  
Perception Of Quality ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
The University ◽  
Output Indicators

This article empirically assesses perception of quality in higher education in Ethiopia.  The data was collected from one higher educational institution where the staffs are graduates of 31 different universities in Ethiopia. The information used in this study was obtained through administration of questionnaires. The main participants are the academic staff of the University. The total number of staff that participated in the research was 365. Purposive sampling technique was employed to select 365 teachers (302 male and 63 female) and seventeen classrooms were observed and twelve group discussions carried out with participants of Ethiopian educational roadmap. Data were analyzed by both descriptive statistics of percentages and inferential statistics of, t-test, correlation and one way ANOVA. Results indicated that teacher’ valued input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching learning processes revealed that, as teachers’ perception toward quality teaching learning process increases their practice of elements of constructivism also increases.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

scholarly journals Reflexões sobre a cibercultura no ensino superior: um olhar sobre os cursos de licenciatura

2018 ◽  
Vol 9 (18) ◽  
pp. 32
Author(s):  
Elisabete Cerutti ◽  
Marcia Dalla Nora
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Learning Process ◽  
Digital Natives ◽  
Educational Environment ◽  
Academic Field ◽  
Teaching Learning ◽  
The University

O presente ensaio apresenta reflexões acerca da pesquisa sobre a cibercultura e as tecnologias no âmbito acadêmico. Como objetivo, busca refletir sobre o processo de ensino-aprendizagem através de recursos tecnológicos nos cursos de licenciatura e como os discentes desse curso percebem sua preparação para a futura docência com o uso dos artefatos digitais. A metodologia utilizada foi a qualitativa, com revisão bibliográfica e análise de dados a partir do questionário aplicado com os discentes dos cinco cursos investigados. Tendo como principais teóricos os autores Cerutti e Giraffa (2015), Kesnki (2003), Pretto e Pinto (2006) e Prensky (2016), que elucidam sobre a utilização das tecnologias no ambiente educacional, o texto apresenta o referencial teórico e a análise de dados. Como conclusão, percebemos que a aprendizagem sobre as tecnologias precisam ser suas vivências na própria Universidade, uma vez que mesmo nativos digitais, os acadêmicos não se percebem fazendo uso das mesmas em seus futuros espaços de docência. Palavras-chave: Cibercultura. Ensino Superior. Educação e tecnologias. Reflections on cyberculture in higher education: a look at undergraduate coursesThis essay presents reflections about research on cyberculture and technologies in the academic field. The objective is to reflect on the teaching-learning process through technological resources in undergraduate courses and how the students of this course perceive their preparation for future teaching with the use of digital artifacts. The methodology used was qualitative with bibliographic review and data analysis from the questionnaire applied with the students of the five courses investigated. The main authors are Cerutti and Giraffa (2015), Kesnki (2003), Pretto and Pinto (2006) and Prensky (2001), who elucidate the use of technologies in the educational environment, the text presents the theoretical reference and analysis of data. As a conclusion, we realize that learning about technologies must be their experiences in the University itself, since even digital natives, academics do not perceive making use of them in their future spaces of teaching.Keywords: Cyberculture. Higher education. Education and Technologies.

scholarly journals Gamificación aplicada al desarrollo del interés del alumnado por el contenido de una asignatura del Grado en Derecho

2020 ◽  
pp. 83-91
Author(s):  
Diana Carolina Wisner-Glusko
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Level ◽  
Game Design ◽  
Administrative Law ◽  
Educational Quality ◽  
Innovative Methodology ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
Academic Year

In recent years, gamification - the use of games and game design techniques in non-game contexts- has established itself as an innovative methodology that improves educational quality in Higher Education. Education is an area of great potential for the application of gamification. Depending on the educational level, the teacher must establish a specific moment to apply it within the teaching-learning process and also choose a type of tool to design and develop in the classroom. This study offers a gamification experience based on breakout for the teaching of Administrative Law in the Degree in Law, and applied on the first day of class, with a triple purpose: to promote interaction between students, to measure the degree of knowledge about the content and skills acquired in the last academic year and motivate students by making the teaching of this subject more attractive.

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

scholarly journals Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

PLoS ONE ◽  
2020 ◽  
Vol 15 (8) ◽  
pp. e0237712
Author(s):  
Juan-Jesús Torres-Gordillo ◽  
Noelia Melero-Aguilar ◽  
Jesús García-Jiménez
Keyword(s):  
Learning Process ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Teaching Learning ◽  
The University

scholarly journals LA COMUNICACIÓN NO VERBAL EN EL ÁMBITO DE LA EDUCACIÓN SUPERIOR

2017 ◽  
Vol 8 (2) ◽  
pp. 26-40
Author(s):  
Jose Edmundo Calvache ◽  
Martha Graciela Cantillo Sanabria
Keyword(s):  
Higher Education ◽  
Nonverbal Communication ◽  
Structured Interview ◽  
University Teaching ◽  
Educación Superior ◽  
Verbal Language ◽  
Educacion Superior ◽  
Teaching Learning ◽  
The University ◽  
Communicative Effectiveness

En el artículo se presentan aspectos relevantes de un estudio sobre la comunicación no verbal en el ámbito de la educación superior, resultado de una investigación realizada en universidades españolas desde el año 2012 hasta el 2015.  El objetivo consistió en analizar el uso del lenguaje no verbal en la comunicación docente universitaria, su estructura dinámica, comportamiento y manifestaciones en el aula universitaria.  Se destacan algunos elementos no verbales empleados por los docentes, y si los mismos producen impacto en los estudiantes e inciden en la eficacia comunicativa en el proceso de enseñanza aprendizaje.  La investigación se enmarcó dentro de una perspectiva cualitativa e inscrita en el ámbito de la semiótica descriptiva.  Como técnica e instrumento de investigación se aplicó una entrevista semiestructurada a 60 docentes y 60 estudiantes de diferentes niveles, entornos, titulaciones, nivel de desarrollo y compromiso con la actuación educativa.  Cumplido el proceso de recepción y análisis de datos, se comprobó que pese a algunas diferencias entre la impresión  y preferencias de los docentes y los estudiantes, sus respuestas  llevan a concluir que el uso del   lenguaje no  verbal  en la comunicación del docente universitario, tiene implicaciones y efectos en la eficacia comunicativa, convirtiéndose en una herramienta que ayuda a los docentes a optimizar los procesos de enseñanza aprendizaje y a mantener en el aula un ambiente motivador para el aprendizaje significativo. NON-VERBAL COMMUNICATION IN THE FIELD OF HIGHER EDUCATION ABSTRACT  The article presents relevant aspects of a study on the nonverbal communication in the field of higher education, result of a research carried out in Spanish universities from the year 2012 to 2015. The objective was to analyze the use of non-verbal language in University teaching communication, its dynamic structure, behavior and manifestations in the University classroom. Some non-verbal elements used by teachers are highlighted, and if they produce an impact on students and affect the communicative effectiveness in the teaching-learning process. The research was framed within a qualitative perspective and inscribed in the field of descriptive semiotics. As a research technique and instrument, a semi-structured interview was applied to 60 teachers and 60 students of different levels, environments, qualifications, level of development and commitment to educational performance. Fulfilled the process of reception and analysis of data, it was found that despite some differences between the impression and preferences of teachers and students, their answers lead to conclude that the use of non-verbal language in the communication of the university teacher, has implications and effects on communicative effectiveness, becoming a tool that helps teachers to optimize teaching-learning processes and maintain a motivating environment for meaningful learning in the classroom. Key words: nonverbal communication, teachers, higher education, teaching learning, kinesics, proxemics. COMUNICAÇÃO NÃO VERBAL NO CAMPO DA EDUCAÇÃO SUPERIOR RESUMO No artigo se apresenta os aspectos relevantes de um estudo sobre a comunicação não verbal no campo do ensino superior, resultado da pesquisa realizada em universidades espanholas desde o ano 2012 até 2015. O objetivo foi analisar o uso da linguagem não verbal na comunicação professoral universitária, sua estrutura dinâmica, comportamento e manifestações na sala de aula da universidade. São destacados alguns elementos não verbais utilizados pelos professores, e se eles produzem impacto nos alunos e afetam na eficácia da comunicação no processo ensino-aprendizagem. A pesquisa foi enquadrada dentro de uma perspectiva qualitativa e inscrita no campo da semiótica descritiva. Como técnica e instrumento de pesquisa foi aplicada uma entrevista semiestruturada a 60 professores e 60 alunos de diferentes níveis, ambientes, qualificações, nível de desenvolvimento e compromisso com o desempenho educacional. Cumprido o processo de recepção e análise de dados, verificou-se que apesar de algumas diferenças entre a impressão e as preferências dos professores e os alunos, suas respostas levam a concluir que o uso da linguagem não verbal na comunicação do professor universitário, tem implicações e efeitos sobre a eficácia comunicativa, tornando-se uma ferramenta que ajuda aos professores a aperfeiçoar os processos de ensino-aprendizagem e manter na sala de aula um ambiente motivador para uma aprendizagem significativa. Palavras-chave: comunicação não verbal, professores, ensino superior, ensino aprendizagem, kinésica, proxêmica.  

scholarly journals Evaluación de la universidad. Criterios de calidad

10.14201/2809 ◽  
2009 ◽  
Vol 10 ◽  
Author(s):  
Gonzalo Vázquez Gómez ◽  
Antoni J. Colom Cañellas ◽  
Jaime Sarramona López
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Quality Criteria ◽  
Scientific Productivity ◽  
University Teaching ◽  
University Teachers ◽  
Institutional Evaluation ◽  
Quality In Higher Education ◽  
The University

RESUMEN: En este estudio se analizan tres cuestiones básicas: los precedentes y el modelo de la evaluación institucional de la universidad española y europea, una propuesta de evaluación de la calidad de la docencia del profesorado universitario y la evaluación de la productividad científica de los profesores de universidad. El conjunto del artículo responde a un enfoque sistèmico. Se pretende vincular la evaluación a la innovación y a la gestión de la calidad del conjunto de la organización universitaria.ABSTRACT: Three questions are analyzated in this study: the origins and the model of institutional evaluation of University in Spain and in Europe, a proposal of evaluation of quality of the university teaching, and the quality assessment of the scientific productivity of the university teachers. The study responds to a systemic approach of the quality in higher education. It proposes to connect the quality criteria with the innovation, and the management of quality inside of the university institution.

scholarly journals A Generic Tool for Generating and Assessing Problems Automatically using Spreadsheets

2018 ◽  
Vol 13 (10) ◽  
pp. 23
Author(s):  
Maria Assumpció Rafart Serra ◽  
Andrea Bikfalvi ◽  
Josep Soler Masó ◽  
Jordi Poch Garcia
Keyword(s):  
Higher Education ◽  
Present Article ◽  
Continuous Improvement ◽  
Learning Process ◽  
Summative Assessment ◽  
Teaching Learning ◽  
The University

A myriad of higher education degrees including science, engineering, business and economics could integrate activities using spreadsheet into the teaching-learning process. In the present article, we aim to introduce and describe a new tool that generates, individually assigns, corrects, provides feed-back and grades exercises and activities using spreadsheets all completely automatically. The system’s versatility means it can be applied in a range of areas of knowledge and subjects including mathematics, statistics, physics, accounting and economics, among others. It is usable for both formative and summative assessment based on students’ answers, providing them with the corresponding feed-back and/or the resultant grades. The proposed solution has been developed and implemented at the University of Girona (Spain) and forms part a wider family of tools that aim to contribute to the continuous improvement of higher education.

scholarly journals ’Miniaturemuseet’ - udstillingen som metakognitivt læringsrum

1970 ◽  
pp. 64
Author(s):  
Line Hjorth Christensen
Keyword(s):  
Structural Analysis ◽  
Learning Process ◽  
University Teaching ◽  
Metacognitive Processes ◽  
The Subject ◽  
Teaching Learning ◽  
The University ◽  
Degree Level ◽  
And Linguistics ◽  
Practical Teaching

In university teaching contexts, exhibitions have largely been considered objects for historical or structural analysis. Using the exhibition as the subject for aesthetic practical teaching, the author argues for a reflexive, action-oriented didactic and describes a method developed in conjunction with a degree-level course in Exhibition Analysis conducted at the Department of Scandinavian Studies and Linguistics at the University of Copenhagen. The article raises the question of whether it is possible to in- itiate the metacognitive processes that new theories of learning emphasise as crucial for the benefits to be drawn from the teaching/learning process, by working with exhibi- tions in a dense, practice-based format. 

Sign in / Sign up

Export Citation Format

Share Document