scholarly journals Can multimedia meet tertiary educational needs better than the conventional lecture? A case study

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Geoff Andrewartha ◽  
Simon Wilmot
Keyword(s):  
Learning Style ◽  
Mode Of Delivery ◽  
Design Feature ◽  
Educational Materials ◽  
Face To Face ◽  
Computer Based ◽  
Interesting Learning ◽  
The University ◽  
Interactive Simulations

Educational researchers have long derided the university lecture as an effective mode of delivery of educational materials, but currently there are many reports on the advantages offered by computer. In this study a multimedia solution was sought to replace existing face to face lectures because it appeared to offer a close ‘media versus need’ match. Consequently, a decision was made to develop a design template for an interactive computer based program that would be suitable for a range of subject content. In order to personalise the instruction, a large video insert was incorporated as the main screen’s most prominent design feature. From here the learner could navigate to support material including interactive simulations. The program was piloted with a small group of students and, in particular, the student tracking data that the program automatically generates yield some interesting learning style information.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

scholarly journals Teaching in Library and Information Studies: Creating videos to provide educational content

2021 ◽  
Vol 73 (3-4) ◽  
Author(s):  
Juan-José Boté-Vericad
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Distance Teaching ◽  
Educational Materials ◽  
Educational Content ◽  
Face To Face ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

COVID-19 has forced several changes in the teaching of Library and Information Studies. In this article we explain our experience in creating and publishing videos as educational content at the University of Barcelona. Students having to learn by distance teaching have different needs in regard to the provision of educational materials. Similarly, professors need to give the best possible experience to distance students when face-to-face courses are not possible. This leads to the question of the roles that information literacy and digital literacy play, especially for professors.

Your place or mine? Face‐to‐face reference services across campus

2007 ◽  
Vol 108 (5/6) ◽  
pp. 247-262 ◽  
Author(s):  
Darcy Del Bosque ◽  
Kimberly Chapman
Keyword(s):  
Academic Librarians ◽  
Content Type ◽  
University Of Texas ◽  
Face To Face ◽  
Outreach Programs ◽  
Reference Services ◽  
Outreach Services ◽  
Library Users ◽  
The University

PurposeThe purpose of this paper is to present a case study which describes reference and instruction outreach programs promoted by the University of Texas at San Antonio (UTSA) Library. Direct‐2‐U Reference, Crash Courses, and Drop‐In Tours reached out to students in innovative ways to encourage non‐library users to see what they were missing and to give current library users even more choices. Direct‐2‐U Reference provided opportunities for students to get research help on their own turf. Librarians offered assistance at several locations across campus, combining the benefits of face‐to‐face reference with the convenience of getting help without going to the physical library. Library Crash Courses promoted subject‐specific assistance without the formality of in‐class instruction. Drop‐In Tours allowed curious students to figure out the layout of the library and get answers to their questions.Design/methodology/approachThis case study describes researching alternative services, and includes practical information on how services were implemented. Information is presented about ongoing evaluation of the outreach programs that improved the direction, marketing, and overall success of the programs.FindingsThe outreach programs promoted by the library reached additional users, provided more options for patrons, and improved the visibility of the library campus‐wide.Originality/valueThis case study will be of interest to other academic librarians wanting to provide library services outside the library. It builds on the existing literature regarding library outreach services.

scholarly journals Analisis Yuridis Mengenai Strategi Dosen Terkait Dengan Mutu Pembelajaran Di Perguruan Tinggi Masa Era New Normal

2021 ◽  
Vol 20 (2) ◽  
pp. 206-223
Author(s):  
Halimatul Maryani
Keyword(s):  
College Students ◽  
Distance Learning ◽  
Human Life ◽  
Living Standard ◽  
Educational Materials ◽  
New Normal ◽  
Face To Face ◽  
The Republic ◽  
The Right ◽  
The University

The scope of education is the parties that are involved in the sphere of education such as proteges/students/college students, the basic and the purpose of education itself, educators, educational materials, educational methods, educational evaluation, educational tools and the surrounding environment within the scope of education. Education is also one of the most important parts of human life that has provisions that aim to help the improvement of living standard and life for themselves and for the country. If referring to the Article 31 (amendment) paragraph (1) of the 1945 Constitution of the Republic of Indonesia which states that "Every citizen has the right to education, of course education is meant in principle, learning what we know is based on face to face in the class. to transfer the knowledge to their students (students / college students). This has now turned into virtual, distance learning, due to various constraints of limited facilities and infrastructure, the ability to absorb the technology, on the other hand, the unstable condition of the spread of covid-19 has certainly become a dilemma for several universities, including the university of Muslim Nusantara Al Washliyah in implementing learning whether it's pure online use organized with Distance Learning (PJJ) -virtual and other types of virtual.Keywords : Strategy, the Quality of Learning,New Normal

scholarly journals Transforming UNICEF’s approach to Health System Strengthening: What place can a blended learning course play?

2020 ◽  
Author(s):  
Lucio Naccarella ◽  
Barbara McPake ◽  
Prathna Dayal ◽  
Waithira Gikonyo ◽  
Claudia Vivas Torrealba ◽  
...  
Keyword(s):  
Health System ◽  
Mode Of Delivery ◽  
Health System Strengthening ◽  
Senior Manager ◽  
Senior Managers ◽  
Face To Face ◽  
Strategic Goals ◽  
Program Content ◽  
Health And Development ◽  
The University

Abstract Background UNICEF published their Health System Strengthening (HSS) approach to meet its strategic goals of ending preventable maternal, newborn and child deaths and promoting the health and development of all children and reducing inequities in health in 2016. UNICEF commissioned the University of Melbourne’s Nossal Institute for Global Health to develop and deliver a pilot blended HSS program , involving 60 hours of online learning and two weeks of face-to-face teaching over a six- month period. To assess the extent to which the HSS program had built the first 83 UNICEF 2017 graduates’ capabilities to apply HSS actions by 2017, UNICEF funded an independent evaluator from the University of Melbourne. Methods A mixed-methods assessment was conducted using: online surveys of graduates at: enrolment, completion, 6-months post HSS program ; nine focus groups with graduates at face-to-face workshops; and interviews with purposive samples of UNICEF graduates and graduate Senior Managers 12-months post HSS program . Results The HSS program content, structure and mode of delivery was positively received. Graduates reported increased confidence taking HSS actions and multiple changes in work practices (e.g., increased systems thinking and using of health system-based approaches). Graduates’ Senior Manager interviews revealed mixed impressions of graduates applying HSS actions, partly explained by the fit between the HSS program learnings and UNICEF’s workplace environment. Key contextual factors influencing graduates applying HSS actions included: workload; limited opportunities to apply HSS actions; limited HSS examples; and variable support to apply HSS actions. Graduate and Senior Manager suggestions to optimise applying HSS actions included: linking HSS program content with UNICEF priorities; increasing opportunities for graduates to apply HSS actions; increasing access to HSS support. Conclusions The paper concludes by presenting HSS program and assessment suggestions from the 2017 UNICEF Pilot HSS program assessment and actions taken for the 2018 UNICEF staff cohorts by HSS program developers, funders and beneficiaries.

scholarly journals COVID-19 pandemic and pharmacy education in a developing country: A case study from Nigeria

2020 ◽  
pp. 15-16
Author(s):  
B.K. Lawal ◽  
A. Haruna ◽  
F.S. Kurfi ◽  
K.B. David
Keyword(s):  
Learning Strategies ◽  
State Government ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Pharmacy Education ◽  
State University ◽  
E Learning ◽  
Fixed Structure ◽  
The University

Since March 2020, all schools in Nigeria have been closed to curtail the spread of the COVID-19 virus. This paper presents the case study of the e-learning strategies adopted by Kaduna State University to reduce the educational disruption during these unprecedented times. As the University had no established e-learning resources, there was a need for prompt training of staff in online teaching. The online teaching methods to be adopted came with their fair share of challenges as e-learning activities had not been taking place at the University prior to the emergence of COVID-19. The University, with the full support of the state government, were making plans to ensure a fixed structure for the integration of e-learning into the syllabus. This case study provides some recommendations that could be adopted by similar institutions that have no previous e-learning structures. The COVID-19 pandemic has opened up opportunities to upgrade the educational mode of delivery and shown the need to embrace emerging technologies.

Beyond the Horizon

2014 ◽  
pp. 265-289
Author(s):  
Diane M. T. North
Keyword(s):  
Social Engagement ◽  
Learning Approach ◽  
University Of Maryland ◽  
Threaded Discussions ◽  
Face To Face ◽  
History Of ◽  
Course Length ◽  
The University ◽  
Goals And Objectives

The mission of this chapter is to explain the extensive step-by-step process involved in creating and teaching an online university humanities course based upon the primary educational philosophy called “constructivism.” Instead of using a distance learning or correspondence model, the University of Maryland University College’s learning approach focuses on “construction and engagement” or intensive interaction among students and professors. This social engagement (professor to student and student to student) requires more time, energy, and thought on the part of students and faculty members than face-to-face teaching. As a case study in teaching the History of the American West online within an intensive eight-week course length, this chapter provides concrete information about the course’s required concepts, skills, goals and objectives, project assignments, conference participation requirements for threaded discussions, assessment methods, and grading rubrics. The case study also addresses the current challenges facing the implementation of the course and offers recommendations. Although some of the details specifically relate to teaching a history course, they are applicable to any humanities course.

scholarly journals A Learning Module for BA Students to Develop ICT Skills for their Learning Activities | Un module de formation visant le développement des compétences TICE chez les étudiants en baccalauréat

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Hervé Platteaux ◽  
Sergio Hoein
Keyword(s):  
Learning Context ◽  
Ict Skills ◽  
Face To Face ◽  
Learning Module ◽  
Online Tutorials ◽  
Information And Communication ◽  
E Learning ◽  
Under Construction ◽  
The University

This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or ECC, which was in charge of techno-pedagogical development at the institution, created a hybrid learning module that offered students learning materials and activities with both face-to-face workshops and online tutorials for autonomous learning. The students were able to choose subjects they wanted to learn "à la carte" by taking tutorials on their own and/or by participating in face-to-face workshops. The module described in this case is currently under construction. The design phase of this project is the focus of this case study.

scholarly journals A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1332
Author(s):  
Carlos Menéndez-Otero ◽  
Raquel Serrano-González ◽  
Isabel Gil-Naveira
Keyword(s):  
Student Motivation ◽  
English For Specific Purposes ◽  
Computer Assisted ◽  
Ict In Education ◽  
Security Measures ◽  
Face To Face ◽  
Digital Skills ◽  
The University ◽  
Computer Labs

The paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant, collaborative and autonomous learning; (2) to substantially reduce the time devoted to preparing, grading and reviewing tests, as well as handling student complaints, and (3) to ensure uniformity of content and assessment across sections. The results show that aims (1) and (3) were fully met. As regards aim (2), even though ICT did reduce the time spent reviewing tests and handling complaints, the preparation of computer-assisted, on-site exams took longer than expected, mainly because strict security measures had to be implemented to prevent cheating and the permission to use the computer labs at the Faculty involved a considerable amount of paperwork. Whereas the literature on the use of ICT in education mainly focuses on student motivation and engagement, the experience bears out that ICT can be effectively used to combat student unhappiness by ensuring uniformity of content and assessment in multi-section courses. It also shows that many digital native students do not have strong digital skills.

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