scholarly journals The thinking styles of the university teacher

2019 ◽  
Vol 10 (1) ◽  
pp. 125-148
Author(s):  
Linoel De Jesús Leal Ordóñez ◽  
Antonio Carlos Do Nascimento Osorio
Keyword(s):  
Key Words ◽  
University Education ◽  
Thinking Styles ◽  
Teaching Performance ◽  
Classroom Performance ◽  
Classroom Organization ◽  
University Teachers ◽  
Pedagogical Training ◽  
The University

This research is framed in the teachers’ thinking paradigm, oriented to understand the thinking styles of the university teacher from two out of the five cognitive and behavioral expressions in Sternberg’s thinking styles theory: the function inside the classroom and the level of classroom performance. The epistemological approach was the empirical-inductive, framed in the logic positivism tradition, with the case study as methodology. A 24-reactives likert-based scale was applied to 40 teachers of the Education career from Francisco de Miranda University (UNEFM). The results evidenced a mediational thinking style, based on cognitive and constructivism-based teaching procedures, democratic patterns for classroom organization, as well as a permanent process of reflection that informs teachers about what and how to improve while teaching. These results can help to optimize teaching performance, as well as to design pedagogical training processes more focused and based on mediational pedagogies that lead to better learning. KEY WORDS: Thinking styles, university teachers, pedagogy, mediational pedagogies, university education.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

THE REFORM OF SPANISH UNIVERSITIES DURING THE SECOND REPUBLIC: INFLUENCES, OBJECTIVES AND ACTIONS

2021 ◽  
Vol 32 (1) ◽  
pp. 227-247
Author(s):  
Álvaro Ribagorda ◽  
Keyword(s):  
University Education ◽  
University Campus ◽  
University Reform ◽  
Second Republic ◽  
Silver Age ◽  
University Teachers ◽  
Science And Culture ◽  
Spanish Universities ◽  
Modernization Process ◽  
The University

At the beginning of XX Century there was a great advance in Spanish science and culture, but not in universities. The Second Republic launched a great university reform inspired by other European and American universities. The introduction of research, new studies plans, and the proliferation of university colleges, were some of the keys to the new Spanish university model. The project of the university reform of the Second Republic was actively developed until the summer of 1936, when many faculties, engineering schools, research laboratories, residences and other institutions of the Madrid Campus were already opened. The experience of Madrid was adopted by other Spanish uni-versities. In some cases, pedagogical and research methodologies have been at the forefront internationally. Access to university education and research for women has become ubiquitous. Among the university teachers were leading representatives of the Silver Age of Spanish sci-ence and culture. However, this project of reforming Spanish universi-ties was thwarted by the mutiny of July 18, 1936, one of the goals of which was to stop the modernization process launched by the Second Republic. The mutiny led to a bloody civil war, during which the new-ly opened faculties of the university campus became a zone of fierce fighting, buildings were destroyed, as was the entire university reform project.

scholarly journals The Nurse in the University: A History of University Education for South African Nurses: A Case Study of the University of the Witwatersrand

2011 ◽  
Vol 2011 ◽  
pp. 1-9
Author(s):  
Simonne Horwitz
Keyword(s):  
Nursing Education ◽  
South African ◽  
Nursing Program ◽  
University Education ◽  
Medical Community ◽  
History Of ◽  
The University ◽  
University Training ◽  
First Time

This paper charts the history and debates surrounding the introduction of academic, university-based training of nurses in South Africa. This was a process that was drawn out over five decades, beginning in the late 1930s. For nurses, university training was an important part of a process of professionalization; however, for other members of the medical community, nursing was seen as being linked to women's service work. Using the case-study of the University of the Witwatersrand, one of South Africa's premier universities and the place in the country to offer a university-based nursing program, we argue that an historical understanding of the ways in which nursing education was integrated into the university system tells us a great deal about the professionalization of nursing. This paper also recognises, for the first time, the pioneers of this important process.

scholarly journals Considerations On Recruiting And Retaining University Teachers

2015 ◽  
Vol 21 (2) ◽  
pp. 608-612
Author(s):  
Gabriela Mihăilă-Lică ◽  
Wiegand Helmut Fleischer ◽  
Lucia Palea
Keyword(s):  
University Education ◽  
Doctoral Degrees ◽  
University System ◽  
Teaching Activities ◽  
University Teachers ◽  
Long Run ◽  
Best Teachers ◽  
The Right ◽  
The University

Abstract The university education in Romania is facing various challenges, from the pressure to reach a balance between teaching activities, research and services for the society, to little funds and a decrease of the interest of teachers with doctoral degrees in the teaching career. The quality of the learning the students receive is dependent on the quality of the teachers the university system employs. The right human resources for the right jobs means, in the long run, not only saving money, but also investing in the future of the Romanian society. The teachers working in the university system of education need to be not only highly skilled, but also extremely motivated. Our paper focuses on some of the things and changes that could be taken into account in order to retain and recruit the best teachers in whose training a lot of investments have already been made.

scholarly journals Indagación biográfica, photovoice y escritura reflexiva en el practicum de futuros docentes

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Ángela Saiz Linares ◽  
Noelia Ceballos López
Keyword(s):  
Public Space ◽  
Educational Practice ◽  
Shared Knowledge ◽  
Teaching Performance ◽  
Collaborative Reflection ◽  
Critical Dialogue ◽  
The Public ◽  
The University ◽  
Formación Docente

Presentamos un estudio de caso evaluativo sobre una propuesta formativa en los Grados de Educación Infantil y Primaria de la Universidad de Cantabria (España) articulado sobre asuntos pedagógicos que los estudiantes deben seleccionar y confrontar reflexivamente. Esta propuesta formativa se sustenta en las posibilidades formativas de la escritura reflexiva, la exploración biográfica y la metodología de Photovoice. Los instrumentos de recogida de información son: los seminarios, los diarios de investigación y de prácticas y las fotografías tomadas por los alumnos. Llevamos a cabo un análisis de contenido que evidencia el potencial de la propuesta formativa para registrar aquellos asuntos que son relevantes en su desempeño docente, destacando su grado de heterogeneidad; promover el diálogo crítico y el conocimiento compartido a través de la negociación de significados y sentido de las imágenes realizadas; analizar y reorientar la acción y el pensamiento docente; situar en el espacio público asuntos que son relevantes en la práctica educativa. Concluimos reflexionando sobre la virtualidad de las imágenes pedagógicas tomadas por los propios estudiantes y la deliberación colaborativa para convertirse en palancas de formación docente. We present an evaluative case study on a training proposal in the Degrees of Teaching of the University of Cantabria (Spain) that is articulated on dilemmatic situations that the students must confront reflectively. This formative proposal is based on the formative possibilities of writing, biographical exploration and the methodology of Photovoice. The instruments for gathering information are: the seminars, the student diaries and the photographs taken by the students. We carry out a content analysis that demonstrates the potential of the training proposal to record those issues that are relevant to their teaching performance; promote critical dialogue and shared knowledge through the negotiation of meanings of the images made; analyze and reorient teaching action and thinking; place in the public space issues that are relevant in educational practice. In this way, images and collaborative reflection become powerful levers of teacher training.

scholarly journals STUDENTS’ EXPERIENCE OF LEARNING ESP: FINDINGS FROM A CASE STUDY IN LITHUANIA

2019 ◽  
pp. 489
Author(s):  
Nijolė Burkšaitienė ◽  
Jolita Šliogerienė
Keyword(s):  
Undergraduate Students ◽  
Team Work ◽  
English For Specific Purposes ◽  
Quantitative Methodology ◽  
Positive Experience ◽  
University Teachers ◽  
The University ◽  
Study Participants ◽  
Personal Engagement

This study explores undergraduate students’ experience of learning English for Specific Purposes (ESP) and aims to reveal their views regarding university teachers’ and peers’ feedback provided to them during the course of ESP as well as to establish the students’ views regarding their own learning ESP. The present article reports on the results of a case study from a Lithuanian university. The data were collected from feedback questionnaires of 111 students in 11 study programmes. To analyse the data, quantitative methodology was used. The main conclusion of the present study is that most study participants viewed their own learning ESP at the university as a positive experience, i.e. the students were satisfied with their engagement in learning this study subject and considered that learning was aligned with teaching and assessment. The results of the study also demonstrated that the study participants considered that collaboration and team work fostered meaningful learning, as well as that peer feedback helped them to understand how to improve in learning ESP. It was established that students valued their teachers’ patience and personal engagement and that the teachers’ feedback improved the ways of learning ESP, encouraged them to think and analyse the content of the study material, and helped them to clarify things they did not understand learning on their own. 

scholarly journals Verso il restauro

2013 ◽  
Author(s):  
Maurizio De Vita
Keyword(s):  
Final Stage ◽  
University Education ◽  
University Faculty ◽  
The World ◽  
Methods And Techniques ◽  
Specific Discipline ◽  
The University ◽  
The Relationship ◽  
Selection Of

The book brings together critical considerations and experiences linked to the work of the author, lecturer in restoration at the Florence University Faculty of Architecture, as supervisor of degree theses on restoration. The reflections concern teaching Restoration as a subject, the conditions within which the knowledge and culture of restoration can ripen within our universities and the most recent problems encountered by both the discipline and restoration projects. In the first part of the publication, these aspects are set out in broad and more precisely conceptual and methodological terms in chapters and themed paragraphs which also act as a guide to drawing up degree theses on restoration, as well as a contributing to the didactics and efficiency of the specific discipline. This is followed by a selection of degree theses on restoration discussed in recent years which show the route from the principles, general problems and intervention criteria for every case study to drawing up a project. They are projects that deal with analysis methods and techniques, surveys, specialist restorations, regeneration, and the relationship between old and new. In short, the projects are what gave the final stage in the university education meaning and substance, also in order to acquire fundamental keys to restoration culture and activities in the world after university.

scholarly journals Project-based pedagogy in interdisciplinary building design adopting BIM

2018 ◽  
Vol 25 (10) ◽  
pp. 1376-1397 ◽  
Author(s):  
Ruoyu Jin ◽  
Tong Yang ◽  
Poorang Piroozfar ◽  
Byung-Gyoo Kang ◽  
Dariusz Wanatowski ◽  
...  
Keyword(s):  
Information Exchange ◽  
Building Design ◽  
University Education ◽  
Pedagogical Practice ◽  
Design Work ◽  
Content Type ◽  
The Cross ◽  
The University ◽  
Aec Industry

Purpose The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and discussed, and could spark further research needs. Design/methodology/approach Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of the Solar Decathlon (SD) residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of the solar-powered residential house meeting pre-specified project objectives in terms of architectural esthetics, structural integrity, energy efficiency, prefabrication construction techniques and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students’ reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies. Findings The case study of the SD building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students’ reflections indicated both positive effects of BIM (e.g. facilitating information sharing) as well as challenges for further BIM implementation, for example, such as some architecture students’ resistance to BIM, and the lack of existing family types in the BIM library, etc. Research limitations/implications Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e. Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case studies, for the purpose of providing professional advice on improving the constructability of the BIM-based design from student work. Practical implications To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing professional advice in improving the constructability of the BIM-based design from student work. Originality/value This work provides insights into the information technology applied in the AEC interdisciplinary pedagogy. Students gained the experience of a project-based collaboration and were equipped with BIM capabilities for future employment within the AEC job market. The integrated design approach was embedded throughout the team project process. Overall, this BIM pedagogical practice emphasized the link between academic activities and real-world industrial practice. The pedagogical experience gained in this BIM course could be expanded to future BIM education and research in other themes such as interoperability of building information exchange among different digital tools.

scholarly journals Teaching Interfaith Relations at Universities in the Arab Middle East: Challenges and Strategies

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 330
Author(s):  
Josef Meri
Keyword(s):  
Middle East ◽  
Middle Eastern ◽  
Key Factors ◽  
Case Study Method ◽  
Unique Case ◽  
University Teachers ◽  
Interfaith Relations ◽  
The University ◽  
Arab Middle East

This study explores the present state of teaching Interfaith/Interreligious Relations at universities in the Arab Middle East. First, it considers the definition and various approaches to teaching Interfaith Relations by leading proponents of Interreligious Studies in the West such as Oddbjørn Leirvik and Marianne Moyaert within a theoretical framework that is sensitive to the Arab Middle Eastern context. It explores several key factors in Arab society that have prevented the teaching of Interfaith Relations in universities. The discussion then turns to the unique Dar Al-Kalima University (Palestine) Interreligious Dialogue Inter-Regional Curriculum initiative and its significance for teaching Interfaith Relations in the university. Finally, the study examines the case study method of teaching developed by Diana Eck at Harvard University, which can be adapted to a Middle Eastern context and offers two unique case studies for university teachers.

scholarly journals Sustainability of E-learning in Vietnam: The case study of FPT University

2021 ◽  
Vol 124 ◽  
pp. 07005
Author(s):  
Vu Minh Trang
Keyword(s):  
Qualitative Research ◽  
Environmental Economic ◽  
Business Administration ◽  
Learning System ◽  
University Education ◽  
Social Aspects ◽  
Learning Method ◽  
E Learning ◽  
The University

This paper aims to analyze the sustainability of E-learning of the university education system in Vietnam, specifically FPT University, during the Covid 19 epidemic. In the case of FPT University in this research, the students and teachers and managers from the Business Administration department, who are already familiar with online learning methods, gave information about their perspectives about the sustainability of E-learning based on Environmental, Economic and Social aspects. Furthermore, the lecturers, students, and managers concluded the best sustainable learning method among Synchronous Asynchronous, and Blended Learning. Moreover, some recommendations to sustain E-learning are proposed to strengthen the E-learning system in Vietnam. Qualitative research is applied in this study to find out the sustainability of E-learning in Vietnam.

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