Analyzing human factor impacts of a programming pedagogy strategy at University of Coimbra

2021 ◽  
Vol 50 (1) ◽  
pp. 20-26
Author(s):  
Scheila Martins
Keyword(s):  
Problem Solving ◽  
Human Factor ◽  
Teaching Practice ◽  
Ethnographic Study ◽  
Point Of View ◽  
Study Behavior ◽  
Pedagogical Strategy ◽  
Engineering Department ◽  
The University ◽  
Academic Year

This paper presents an ethnographic study, focusing on the human factor impacts, by analyzing the relation of the pedagogical strategy requirements implemented into a regular programming classes with the efficacy of the classroom changes proposed to improve teaching practice and study behavior. The paper summarizes the updates implemented in the Introduction to Programming and Problem Solving (IPRP in Portuguese equivalent acronym), the first programming course offered for two undergraduates degrees, Informatics Engineering and Design and Multimedia, by the Informatics Engineering Department at the University of Coimbra. The changes applied in IPRP were inspired by pedagogical strategy recommendations developed in previous research, and its updated version has been run since 2011/12 academic year. The present study reports only the developments observed in IPRP classes from the Design and Multimedia degree through the lecturer's point of view assessments

scholarly journals PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS

2012 ◽  
Vol 42 (1) ◽  
pp. 8-18
Author(s):  
Vicente Carrasco-Embuena ◽  
Maria Hernández-Amorós
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Point Of View ◽  
Quantitative Methodology ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher ◽  
Academic Year

The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don’t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students. Key words: concept comprehension, didactic training, pre-service teacher education, Secondary Education Master.

scholarly journals Tutor at the preparatory faculty: a teacher’s point of view

2021 ◽  
Vol 127 ◽  
pp. 03004
Author(s):  
Marina Anatolievna Droga ◽  
Dina Ivanovna Romero Intriago ◽  
Irina Mikhailovna Subbotina ◽  
Yuliya Aleksandrovna Klimova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Point Of View ◽  
Survey Method ◽  
Forecasting Method ◽  
First Results ◽  
The University ◽  
Academic Year

The article analyzes the experience of tutoring teachers teaching foreign students in the distance learning mode. It is also about the interaction of a teacher and a student throughout the whole academic year, as well as the importance of all elements of systematic work in teaching Russian as a foreign language from scratch. A team of tutors was organized at the faculty, whose mission was to contact their wards within the framework of distance learning: from their connection to the educational platform of the university to organizing their admission to Russian universities. Purpose of the study: consider the role of a tutoring teacher in the system of teaching Russian as a foreign language in a distance mode. The main methods of work are the methods of observation and description of the features of the pedagogical process. The forecasting method is also used to model the future educational mode of foreign students. The survey method is applied, which allows to get “feedback” from the respondents. The quantitative technique allowed us to analyze the number of responses as a percentage. The changes taking place in the world have given a powerful impetus to the improvement of digital educational resources. Teachers were able to mobilize and conduct their own experiment, while adhering to the new standards of distance learning. An attempt is made in the work to comprehensively analyze the introduced system of tutoring and summarize its first results.

ULOGA AKORDSKIH DOPUNjALKI U PROCESU ZAPISIVANjA HARMONSKIH VEZA NA NASTAVI SOLFEĐA NA STUDIJAMA MUZIČKE UMETNOSTI

2020 ◽  
pp. 141-153
Author(s):  
Aleksandar Vulovic
Keyword(s):  
Teaching Practice ◽  
Harmonic Series ◽  
Experimental Program ◽  
First Year ◽  
Program Music ◽  
Study Program ◽  
Frequent Use ◽  
Pedagogical Research ◽  
The University ◽  
Academic Year

The paper describes the role of chord fill-in exercises in the process of scribing chords in harmonic series of chords which are part of the teaching program of Solfeggio in the basic academic (musical) studies. In a pilot experimental research, exact results have shown the extent to which the experimental factor (chord fill-in exercises) participate in achievement a better students accuracy when listening and scribing chords in harmonic series of chords. Pedagogical research was carried out in the academic year 2017/18 in which the main method was an experiment with one group of respondents consisting of six students of the first year of the study program Music Theory and Pedagogy of the Faculty of Philology and Arts at the University of Kragujevac. The results of the conducted experimental program confirmed the research hypothesis. They proved that chord fillers help students to identify and scribe chords in harmonic series of chords more effectively / accurately, which also indicates the necessity of a more frequent use of chord fill-in exercises in teaching practice, specifically in the work on the writing of chords in harmonic series of chords in teaching Solfeggio

scholarly journals MOTIVATION AND ELECTRONIC MEDIA IN LSP TRANSLATION TEACHING

2019 ◽  
Vol 40 ◽  
pp. 67-90
Author(s):  
Ljubica KORDIC
Keyword(s):  
New Media ◽  
Student Motivation ◽  
Teaching Practice ◽  
Electronic Media ◽  
Point Of View ◽  
Translation Tools ◽  
Legal Translation ◽  
Language And Literature ◽  
The University

Expansion of IT-media in every field of human activity is one of the essential characteristics of modern time. This paper aims at presenting the role of electronic media in teaching translation in the field of law at the University of Osijek, Croatia, and analysing their impact on the motivation of the target group of students in the teaching process. The paper endeavours to provide some insight into the modern teaching practice and to analyse the interconnectedness of the use of electronic media and student motivation rather than to present some empirical research in the field. In the first part of the paper, a theoretical approach to teaching legal translation today is offered. In the main part, teaching legal translation by using modern media is presented on the examples of the Lifelong Learning Programme for Lawyer-Linguists at the Faculty of Law Osijek, and the course on legal translation within the German Language and Literature Studies at the Faculty of Humanities and Social Sciences of Osijek. The usage of electronic media in translation teaching is discussed with reference to the courses Introduction to the Theory of Legal Translation and Online Translation Tools and EU Vocabulary. Specific types of online materials, translation tools and sources are discussed from the point of view of student motivation. New media are also discussed from the perspective of their efficiency at different stages of translation teaching. In the concluding part, application of modern technologies in teaching legal translation is compared with other teaching methods, approaches and techniques. Finally, the author questions using IT as motivation tools in the higher education teaching discourse and argues for application of “moderate approach” in the teaching of legal translation.

scholarly journals Misja uniwersytetu. Walka o reformę na Universidad Católica de Chile

2019 ◽  
Vol 23 (2) ◽  
pp. 213-231
Author(s):  
Magdalena Barbaruk
Keyword(s):  
Teaching Practice ◽  
Point Of View ◽  
University Reform ◽  
Way Of Life ◽  
Research And Teaching ◽  
Catholic University ◽  
History Of ◽  
History Of The University ◽  
The University ◽  
Idea Of The University

University mission: The fight for reform at the Catholic University in ChileThe author asks about the mission of the university understood as an axiologically defined way of life. She follows the history of the university reform in Chile in the 20th century, its two key moments from the point of view of university reflection: the strike in 1949 and in 1967. She notes that the strike phenomenon, although contrary to the idea of the university, is a tool for the disclosure of the university community. Both strikes were organized by architecture students at private Catholic universities in Santiago and Valparaíso, respectively, hence the demands for total reorganization, research autonomy, modernization and democratization can be regarded as radical. The author describes the research and teaching practice of the so-called School of Valparaíso, which can be considered the most important source and largest beneficiary having been granted the Open City area of the university reform in Chile. The ideas of architect Alberto Cruz Covarrubias and poet Godofredo Iommi Marini are also a good case for analyzing the problem of university autonomy the issue of apoliticality and questions about when the university fails in its mission.

scholarly journals How teachers contribute to student success in completing study programs

Educatia 21 ◽  
2021 ◽  
pp. 86-96
Author(s):  
Ecaterina Sarah Frăsineanu ◽  
◽  
Vali Ilie ◽  
Keyword(s):  
Academic Success ◽  
Point Of View ◽  
External Support ◽  
Academic Learning ◽  
Difficult Situation ◽  
University Environment ◽  
Study Programs ◽  
Degree Of Satisfaction ◽  
The University ◽  
Academic Year

The present study analyzes the contribution that teachers, as important pedagogical factors, have in achieving success in the academic learning of students. With age, there comes a greater autonomy of the educated, and during the university studies, a maximum of the students’ level of acquisitions is reached. Even if the most important factors in attending and completing studies are internal, and success is a relative, difficult situation to quantify, it is necessary to analyze it objectively, identifying the students' perceptions of the external support from the teachers. From an applicative point of view, our contribution consisted in verifying the extent to which the communication and didactic evaluation components are valued, by organizing focus groups, by applying appreciation scales to a sample of students preparing to become teachers, at the University of Craiova. The subjects responded to the request to perform reflective-appreciative exercises on themselves and on the activity of their teachers in the academic year 2020-2021. They indicated the degree of satisfaction they attribute to the way they were helped in: conducting didactic communication, experiencing the feeling of belonging to the university environment, applying a correct evaluation, heading towards academic success. The ways in which teachers contribute to the success of their students have proven their usefulness and can be transformed into directions of action. Teachers make it easier for young people or adults in the university environment to make the most of their potential, both through quality teaching and through encouraging evaluation.

scholarly journals Teachers' Point of View in Teaching Mathematical Problem-Solving

2018 ◽  
Vol 12 (2) ◽  
pp. 39-66
Author(s):  
András Ambrus ◽  
Dániel Katona
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Teaching Practice ◽  
Mathematical Problem ◽  
Point Of View ◽  
Mathematical Problem Solving ◽  
Load Theory ◽  
School Teaching ◽  
Young Teachers

There is still a deep gap between the theories of the didactics of mathematics and mathematics teaching practice worldwide. In our article, we analyse our trial to reach practicing mathematics teachers and summarize their opinion about some basic issues of teaching mathematics problem-solving from the point of view of cognitive load theory, what is a quite new topic in mathematics didactics society. We asked on the one hand, teachers from a small town in Hungary, and on the other hand, expert teachers and four young teachers from elite schools in the capital. The four young teachers have also started their PhD studies in mathematics education, besides school teaching. The opinions of the two groups of teachers reflect different attitudes towards teaching problem-solving, but in both cases relevant and important perspectives of the Hungarian school reality. The base of our study was a talk and an article of the first author, related to the role of human memory in learning and teaching mathematical problem-solving. We have been interested in how classroom teachers can take into consideration some results of the cognitive load theory, e.g. the split-attention effect and schema automation in their teaching practice, as well as in their attitudes to the use of worked examples and distributed practice. We analyse the results mostly from the perspective of desirable developments in in-service teacher training in Hungary.

scholarly journals Degree of Satisfaction with the Training Programs through E-platforms in Developing Self-skills and Training through them among Taibah University Students: درجة الرضا عن البرامج التدريبية عبر المنصات الإلكترونية في تنمية مهارات تطوير الذات والتدريب من خلالها لدى طلبة جامعة طيبة

2020 ◽  
Vol 4 (36) ◽  
Author(s):  
Rofaydah Adnan AL- Ansary
Keyword(s):  
University Students ◽  
Training Programs ◽  
Main Tool ◽  
Point Of View ◽  
Self Development ◽  
Degree Of Satisfaction ◽  
Major Variable ◽  
The University ◽  
Academic Year ◽  
And Training

The study aimed to identify the satisfaction level with training programs via electronic platforms in the development of self- development skills and training for Taibah University students. The researcher has designed a questionnaire as the main tool of the study and intended to measure the degree of satisfaction about the training programs provided by electronic platforms on self- development skills and training via it. The population of the current study was all the female students who study the university like skills course, while the sample of the study consisted of 125 students who were selected randomly in the second semester of the academic year 1439/1440. A number of statistical methods have been used to reach the findings such as frequencies, means and standard deviation. The study adopted a descriptive approach. The results of the study showed that the satisfaction rate of the study sample on the role of training programs through electronic platforms in the development of self- development skills and training through them was very high, with means scores (4.3). Findings of the study revealed that there were statistically significant differences could be attributed to scientific major variable. In contrast, there were no statically significant differences that could be ascribed to students' cumulative grades. It was found that the most appropriate training programs from the point of view of the study sample were self-development skill followed by education, then economics and management. The study has concluded with many recommendations; the most important one was to increase awareness of the importance of the available training programs via e- platforms which provide plenty of knowledge to develop aptitudes and skills. The study also provided a number of suggestions.

scholarly journals The Role of the Preparatory Year in the Selection of Engineering Specialization: A Case Study

2017 ◽  
Vol 7 (1) ◽  
pp. 58
Author(s):  
Omar S Asfour
Keyword(s):  
Academic Staff ◽  
Structured Interview ◽  
Academic Programs ◽  
First Year ◽  
Engineering Department ◽  
Preparatory Year ◽  
The University ◽  
Academic Year ◽  
Selection Of

At many universities, students who get enrolled at faculties of engineering are required to study a preparatory year before they begin their specialized academic programs. This year includes several general engineering and basic science modules. It is claimed that this year gives students the required time and knowledge to decide on which engineering department they would select. This study aims to investigate this issue from students’ and academics’ points of view. Islamic University of Gaza (IUG) has been taken as a case study. The study carried out a survey that includes a questionnaire directed to the students and a structured interview directed to the academic staff. Results showed that the majority of students do not think they need an entire academic year to get a clear perception for the different engineering specialities. They think it would be better if they get specialized directly upon their entry to the university. This is also the recommendation of the academic staff. Despite the benefits claimed for the preparatory year, greater ones could be achieved if students are given the chance to get specialized earlier. This includes giving engineering departments more flexibility in the selection of the first year modules

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