scholarly journals Probabilistic Combinatorial Model of the Epidemic for a University

2021 ◽  
Vol 31 (4) ◽  
pp. 502-507
Author(s):  
Andrei Borovsky ◽  
Tatyana Vedernikova
Keyword(s):  
Probabilistic Approach ◽  
Convergent Series ◽  
Combinatorial Problems ◽  
Full Time ◽  
Mathematical Apparatus ◽  
Student Talk ◽  
Teachers And Students ◽  
Combinatorial Model ◽  
Analytical Formulas ◽  
Close Contacts

The aim of the research was to identify the main causes of infection of teachers and students in a university. Two probabilistic combinatorial problems are considered analytically to determine the probabilities and rates of infection of teachers and students in a university as a result of the appearance of infected persons among the contingent of students. The mathematical apparatus of probability theory and combinatorics is used to solve the problems. For the factorials of combinations arising in the structure, the asymptotic Stirling’s formula is used. Convergent series arise in the final formulas, reflecting the multiplicity of scenarios of the probabilistic approach. Analytical formulas for the sums of series, probabilities and rates of infection of teachers and students are obtained. It is shown that the infection of teachers and students occurs through «dangerous» spatially close contacts, when a teacher and a student talk at a distance of less than 0.5 meter. It is impossible to exclude such contacts in the students’ environment during full-time study. Among teachers, there is also a less probable classroom mechanism of infection through the volume of air infected with viruses.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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 

Implementing Dialogic Teaching in a Singapore English Language Classroom

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Rachel Lee
Keyword(s):  
Classroom Discourse ◽  
English Language ◽  
Literacy Skills ◽  
Reading Literacy ◽  
Government School ◽  
Dialogic Teaching ◽  
Student Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teachers And Students

Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class in one Singaporean government school. The purpose of this article is to show how classroom talk could be made more dialogic, through an intervention, to enhance students’ talk opportunities and to build up literacy skills. The article argues that over time, the habitual practice of a dialogic form of teacher-student talk would help to open up the space of learning for students. To do that, it would be necessary to begin with raising teachers’ awareness of the benefits of dialogic talk.

scholarly journals Challenges and Benefits of Facilitating Online Learning in Time of Covid-19 Pandemic: Insights and Experiences of Social Science Teachers

2021 ◽  
Vol 20 ◽  
pp. 233-243
Author(s):  
Feddy B. Junsay Jr. ◽  
Dennis V. Madrigal
Keyword(s):  
Online Education ◽  
Social Science ◽  
Science Teachers ◽  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Full Time ◽  
Teachers And Students

Online education is a rapidly growing phenomenon for teachers. With the outbreak of COVID-19, there are changes in all societies worldwide, and a forcible shift in the medium of teaching and learning is inevitable. This paper explored the social science teachers' lived experiences in a Chinese school during the COVID-19 Pandemic. This qualitative study utilized the phenomenological approach to explore the lived experiences of eight full-time and tenured social science teachers determined using purposive sampling.  The data were collected from the participants using an in-depth semi-structured interview. Meanwhile, the recursive textual analysis guided by the three C's of Lichtman was employed to analyze the data thematically.  The findings show that social science teachers faced challenges in online teaching such as personal, technical, and teaching strategies.  It also found that the teachers have difficulty motivating students to participate in the online class activities and submission of outputs.  Despite the challenges, the teachers were able to surmount the difficulties because of the support of the administration and their fellow teachers.  Generally, the unfolding of online teaching challenges confronted by school heads, teachers, and students will make them resilient to adapt and embrace virtual education. Keywords. Social Science, online education, COVID-19 Pandemic, phenomenology, Philippines

scholarly journals Professional Training for Media Specialists, School Librarians, and Teacher-Librarians: A Program Proposal

2021 ◽  
pp. 259-264
Author(s):  
Blanche Woolls
Keyword(s):  
Distance Education ◽  
Professional Training ◽  
Rapid Expansion ◽  
Full Time ◽  
Media Specialists ◽  
School Librarians ◽  
Teachers And Students ◽  
Part Time ◽  
Teacher Librarians ◽  
Full Time Employment

Programs to prepare librarians and information professionals of all types often begin with on-the-pb training of volunteers, students, and paraprofessionals who go to work in a library while they are in school or as part-time of full-time employment when such non-professional jobs are available. On-site training is not unusual. In early days of libraries, librarians were often trained through an apprentice-type program. The newest methods for training librarians include an expansion of a tried and true 'distance' plan, the 'corspondence' course method where lessons were mailed to the students and the responses returned to the instructor through the mail. The newest form of 'mail' is now electronic. In addition, students are able to 'attend' classes through electronic transmission in a variety of formats. This paper traces the beginning of a distance education program at a single institution and highlights the rapid expansion because of an acute need for school librarians. It details the plans for the future which has a forecase for exchange of teachers and students via distance education between sites throughout the world.

Dys-functionality of education in the context of the COVID-19 pandemic

2020 ◽  
pp. 7-11
Author(s):  
P.I. Ananchenkova ◽  
◽  
N.M. Novikova ◽  
Keyword(s):  
Social Systems ◽  
Social Institutions ◽  
Social Institution ◽  
Educational Process ◽  
Full Time ◽  
Technological Infrastructure ◽  
National Education ◽  
National Education Systems ◽  
Teachers And Students ◽  
Technological Modernization

Researched is the most significant event in socio-economic, political and other spheres of life in the period of 2019–2020 COVID-19 pandemic that significantly “reshaped” principles and technologies of functioning of certain social institutions that traditionally play a stabilizing function in society. The social institute of education is one of these systems. Under the influence of the coronavirus crisis, education as a social institution has shown its strengths and weaknesses in terms of providing a stabilizing function. The dys-functionality of education is most clearly manifested in the lack of readiness of its subjects for a rapid technological transition from full-time to distance learning. The article considers the main forms of dys-functionality of education, expressed in such types of unpreparedness as technological, infrastructure, personnel, skill, and mental, and presents their characteristics and main forms of manifestation. It is concluded that, on the one hand, the coronavirus crisis was a powerful factor in the destabilization of all economic and social systems and caused their dys-functionality. On the other hand, and this was most evident for the Institute of education, it accelerated technological modernization and the rapid transition to innovative forms and technologies of education, followed by an increase in technological literacy of teachers and students, revision of methodological and didactic materials, and a change in the paradigm of managing the educational process directly in educational institutions and in General national education systems.

Perceptions of Evidence-Based Decision-Making Among Full-Time Teachers and Senior Undergraduates in Public Health: A Nationwide Survey in Taiwan

2020 ◽  
Vol 32 (4) ◽  
pp. 209-214
Author(s):  
Yi-Hao Weng ◽  
Chun-Yuh Yang ◽  
Ya-Wen Chiu
Keyword(s):  
Public Health ◽  
Decision Making ◽  
Scale Up ◽  
Nationwide Survey ◽  
School Curriculum ◽  
Evidence Based ◽  
Full Time ◽  
Teachers And Students ◽  
Evidence Based Decision Making ◽  
Structured Questionnaire

Using current best evidence to make decisions can improve outcomes of public health. Thus, establishing the capacities of evidence-based public health (EBPH) has become one of the core competences. To better scale up EBPH movement, efforts should focus on introduction of EBPH into school curriculum. However, data indicating the extent to which EBPH is used in universities are scant. In the current study, we conducted a nationwide questionnaire survey to investigate the perceptions toward EBPH among full-time teachers and senior undergraduates at all universities with a Department of Public Health in Taiwan. A structured questionnaire was distributed by post to all potential participants of nine universities in 2017. Questions included items related to awareness, knowledge, skills, behaviors, and barriers of EBPH. Results showed teachers were more aware of EBPH than students. In addition, teachers more often had sufficient knowledge and skills of EBPH, and more often applied the findings to decision-making after critical appraisal than students. Furthermore, personal barriers toward EBPH were more common in students than teachers. In conclusion, there are differences in awareness, knowledge, skills, behaviors, and barriers of EBPH between teachers and students. The data suggest that an initiative of systematically teaching EBPH to undergraduates is important.

Engaging elementary students in higher order talk and writing about text

2017 ◽  
Vol 19 (1) ◽  
pp. 34-54
Author(s):  
Debra S Peterson
Keyword(s):  
Secondary Students ◽  
Professional Learning ◽  
Comparative Method ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Primary Grade ◽  
Student Talk ◽  
Constant Comparative Method ◽  
Teachers And Students ◽  
Field Notes

The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and students in 23 schools across three years. Teachers were observed three times each year. Qualitative analysis of the observational field notes was conducted using the constant comparative method. The results were used as formative data for teacher reflection and professional learning. The types of higher order questions that most commonly produced higher order responses from students included questions on (a) theme, (b) character interpretation and (c) relating the text to one's life. Student-led discussions also produced student talk and writing that was at a higher level than that produced by students during teacher-directed recitations.

scholarly journals REQUIREMENTS FOR THE IT TEACHER AS A MODERN INFORMATIZATION SPECIALIST

2020 ◽  
Vol 1 (190) ◽  
pp. 200-206
Author(s):  
Andrii Shuliak ◽  
Keyword(s):  
Educational Process ◽  
Expert Assessment ◽  
Full Time ◽  
Network Information ◽  
Web Technologies ◽  
Web Resources ◽  
Internet Learning ◽  
Teachers And Students ◽  
And Control ◽  
Selection Of

The article reveals the requirements for an IT teacher as a modern specialist in informatization, which include the ability to: apply various forms of educational activities based on network technologies (Internet learning, educational WEB-services, network universities); to create systems of didactic materials on the basis of WEB-technologies, which contain both educational and control material; actively use network information resources (Internet, educational WEB-resources, network banks and databases, etc.); intensive use of information and educational technologies for the organization of active educational interaction and communication, to conduct an examination of educational resources and teaching methods based on the introduction of WEB-technologies and ICT tools. The types of activity are highlighted, such as performance of control, diagnostic, corrective, educational, upbringing and attestation functions, which realize the same social function, but differ in objects, means and results. The activity model of the IT teacher is proposed by the following components: cognitive-research (study and analysis of WEB-resources, students' activities when using them, correction of teachers and students' activities when using educational informatization tools, etc.), constructive (hypertext construction, determining the optimal learning ratio material broadcast using WEB-technologies and traditional methods, etc.), communicative (use of information superhighways for communication and exchange of educational and methodical information, etc.), design (determining the feasibility of using WEB-resources in the educational process taking into account the purpose of classes, content of research material, age characteristics of students, their knowledge and interests, etc.), organizational (activities to prepare WEB-resources for use in various forms of classes (distance, full-time, home, blended learning, etc.), controlling (analysis and selection of project decisions on creation and modification of information systems; analysis and selection of software and technology platforms and information system services, etc.), expert (implementation of pedagogical and ergonomic expert assessment of the quality of the software product for educational purposes for effective use in the educational process).

scholarly journals Cabaran dan Kekangan dalam Pengajian Tahfiz Separuh Masa

2021 ◽  
Vol 5 (1) ◽  
pp. 77-88
Author(s):  
Muhammad Arif Musa ◽  
Zainora Daud
Keyword(s):  
Thematic Analysis ◽  
Family Study ◽  
Experienced Teachers ◽  
Full Time ◽  
Effective Learning ◽  
Teachers And Students ◽  
Part Time ◽  
Education Needs ◽  
Keywords Education

In current times, tahfiz education is growing employing several methods of study; full-time and part-time which are delivered through various multidisciplinary combination of knowledge to fulfil the aspirations of Muslims. Although part-time tahfiz educations are gaining ground among the community, there are various challenges towards maintaining the quality of memorization and the students’ interest. Therefore, the objective of this research is to identify and analyze the challenges and limitations in part-time tahfiz education. This research is a qualitative study through thematic analysis using interview. The respondents of the study consisted of teachers and students aged between 9 to 64 years old. Justification of selection is due to their involvement in part-time tahfiz education. The results of the study show that there are challenges and limitations in part-time tahfiz education in the form of career obligation, family, study time, quantity and quality of student’s memorization, students’ discipline, and surrounding conditions. In conclusion, part-time tahfiz education needs to be improved in its implementation according to current developments and community demands by emphasizing interactive and effective learning methods as well as providing qualified and experienced teachers to increase the love of community in becoming the Quran bearer which leads toward a Rabbani community and create an atmosphere of Baldatun Tayyibah in the lives of Muslims. Keywords:  Education Tahfiz, Part-time, Challenges, Quality. Abstrak:Dewasa ini, pengajian tahfiz semakin berkembang dengan pelbagai bentuk pengajian sama ada secara sepenuh masa atau separuh masa melalui pelbagai bentuk kombinasi multidisplin ilmu supaya dapat memenuhi aspirasi umat Islam. Walaupun pengajian tahfiz separuh masa semakin mendapat tempat dalam kalangan masyarakat, namun terdapat pelbagai cabaran bagi mengekalkan kualiti hafazan dan minat yang tinggi. Justeru itu, objektif penyelidikan ini untuk mengenalpasti pengajian tahfiz separuh masa dan menganalisis cabaran dan kekangan dalam pengajian tahfiz separuh semasa. Penyelidikan ini berbentuk kualitatif melalui analisis tematik dengan menggunakan instrumen temubual. Responden kajian terdiri daripada tenaga pengajar dan pelajar yang berumur antara 9 hingga 64 tahun. Justifikasi pemilihan kerana mereka terlibat dengan pengajian tahfiz separuh masa. Hasil kajian menunjukkan bahawa terdapat cabaran dan kekangan dalam pengajian tahfiz separuh masa iaitu aspek kerjaya, keluarga, waktu pengajian, kuantiti serta kualiti hafazan pelajar, disiplin pelajar dan keadaan persekitaran. Kesimpulannya, pengajian tahfiz separuh masa perlu dipertingkatkan sistem pelaksanaannya mengikut perkembangan semasa dan tuntutan masyarakat dengan menitikberatkan kaedah pembelajaran interaktif dan efektif, guru-guru yang berkelayakan dan berpengalaman bagi meningkatkan kecintaan masyarakat sebagai hamalah al-Quran. Secara tidak langsung melahirkan masyarakat yang Rabbani dan mewujudkan suasana Baldatun Tayyibah dalam kehidupan umat Islam. Kata kunci: Pengajian Tahfiz, Separuh Masa, Cabaran, Kualiti.

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