scholarly journals Training Need Assessment of Teaching, Research, Extension and Administrative Competencies of Assistant/Associate Professors of Veterinary Colleges of KVAFSU

2020 ◽  
Vol 40 (01) ◽  
Author(s):  
Shreyansh Hosure ◽  
G.N. Pavitra ◽  
S. Pradeepkumar ◽  
V. Jagadeeswary ◽  
K. Satyanarayan
Keyword(s):  
Short Duration ◽  
Training Methods ◽  
Exploratory Research ◽  
Web Based ◽  
Web Based Learning ◽  
Transfer Of Technology ◽  
Teaching Research ◽  
Training Need ◽  
The University ◽  
Administrative Competencies

The aim of this research was to assess training need of teaching, research, extension and administrative competencies of assistant/associate professors from four veterinary colleges namely Bengaluru, Bidar, Hassan and Shimoga. An exploratory research design was adopted for the study. A total of 60 respondents were selected, fifteen each from four colleges. The result from the study revealed that majority of the respondents are in need of training on design of web-based learning materials (85.00%) in teaching component, in research component majority are in need on skills in formulation of research proposals (88.33%), majority are in need on training of skills in transfer of technology (70.00%) in extension component and in administrative component majority are in need on skills in management of organizational resources (83.33%). Need based training on different component has to be organized by the university. The university should consider the most preferred training methods identified in this study while developing training strategies and while training the professionals of the university. Short duration programmes, repetition of the existing programmes and conducting the training during vacations will help the staff to attend the programmes without affecting their regular works.

scholarly journals Practical E-Learning for the Faculty of Mathematics and Physics at the University of Ljubljana

10.28945/3072 ◽  
2007 ◽  
Author(s):  
Primoz Luksic ◽  
Boris Horvat ◽  
Andrej Bauer ◽  
Tomaz Pisanski
Keyword(s):  
Open Source Software ◽  
Web Based ◽  
Advantages And Disadvantages ◽  
Learning Standards ◽  
Web Based Learning ◽  
History Of ◽  
E Learning ◽  
Students Attitudes ◽  
The University ◽  
Mathematics And Physics

This paper presents the practical issues involved in introducing e-leaming for the Faculty of Mathematics and Physics (FMF) at the University of Ljubljana, Slovenia. It begins with a short history of e-learning at FMF and is followed by a discussion about the choice of the open source software (Moodle, svn, wiki platform) as the foundation for the web based learning; its advantages and disadvantages. The focus is on materials that enhance classroom learning, conform to learning standards, and at the same time address the needs of the end users - the students. In the end, the results of a survey about the students' attitudes towards e-learning are presented; in general and specific to the e-learning environment at FMF.

scholarly journals PENYUSUNAN FEATURE MODEL DENGAN PENDEKATAN FODA. STUDI KASUS APLIKASI ELEARNING UNIVERSITAS MERCUBUANA

Petir ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 67-71
Author(s):  
Redaksi Tim Jurnal
Keyword(s):  
Feature Model ◽  
Educational Organizations ◽  
Web Based ◽  
Web Based Learning ◽  
Management Application ◽  
Information And Communication ◽  
E Learning ◽  
Application Requirements ◽  
The University

One of the roles in information and communication technology to improve the quality of learning and teachingin educational organizations is to conduct a web-based learning facility that e-learning. In  general, there are two types of software that is generic and bespoke (customized), in this study we found that the university mercubuana customized using generic applications. Featured model is a way to define the functionality of the application based on the features required by user features, the features of these features can be grouped based on necessity (mandatory) and supplementary (optional). Preparation of requirements-based features proposed in this study is intended as the reference management application requirements e-learning mapped clearly and well. So it can be helpful to the development of future applications.

Using animated graphics as a teaching tool in patternmaking: a comparison of delivery methods

2005 ◽  
Author(s):  
◽  
Lynn M. (Lynn Marie) Boorady
Keyword(s):  
Undergraduate Students ◽  
Educational Level ◽  
Delivery Methods ◽  
University Of Missouri ◽  
Web Based ◽  
Traditional Lecture ◽  
Web Based Learning ◽  
Computer Based ◽  
The Subject ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study concerns itself with evaluating the effectiveness of teaching a visual topic, such as patternmaking, via a computer. The visual topic being explored, patternmaking, was taught to three levels of undergraduate students at different universities in the Midwest. This paper discusses the outcomes of patternmaking being taught in a traditional lecture style and compares it to the same instruction received through a computer-based animation program. It was found that the most difference in learning outcomes was within the subject groups in the lowest educational level. There was no difference found in the outcomes between the two higher educational level groups. Attributes of the subject groups which may account for the success of this style of learning include prior experience in sewing complete garments and overall GPA. Additional research and improvements to the animation is discussed. Suggestions are made on how to utilize web-based learning in the design curriculum.

scholarly journals Web-Based Learning: A Bridge to Meet the Needs of Canadian Nurses for Doctoral Education

2015 ◽  
Vol 45 (1) ◽  
pp. 37-47
Author(s):  
Susan Kurucz ◽  
Angie Lim ◽  
Lori Rietze ◽  
Mindy Swamy
Keyword(s):  
Doctoral Program ◽  
Distributed Learning ◽  
Doctoral Degrees ◽  
Web Based ◽  
Canadian Universities ◽  
Learning Modalities ◽  
School Of Nursing ◽  
Web Based Learning ◽  
The University ◽  
Improve Access

Canada does not have enough nurses with doctoral degrees. Such nurses fill important roles as researchers, educators, leaders, and clinicians. While a growing number of Canadian universities offer doctorate degrees in nursing, most institutions have only traditional on-campus programs, posing barriers for nurses who reside in places geographically distant from those institutions or who require more flexibility in their education. We describe our experiences as the inaugural cohort of the doctoral program by distributed learning at the University of Victoria School of Nursing. Since 2011, we have used a variety of electronic modalities and participated in several very short on-site intensives. Our experience indicates that distributive learning modalities improve access and deliver academically rigorous programs.   

Teaching Dimension in Web-Based Learning Communities

2011 ◽  
pp. 59-68
Author(s):  
Pozzi Francesca
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Theoretical Framework ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Teaching Dimension ◽  
The University

The article tackles the issue of the teaching dimension in computer-supported collaborative learning (CSCL) contexts. In particular, it describes two Web-based courses that were held in 2006—one by the Istituto Tecnologie Didattiche – CNR and one by the University of Genoa, which, while sharing the socioconstructivist theoretical framework, adopt different approaches as far as the teaching dimension is concerned: While in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter, experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.

Teaching Dimension in Web-Based Learning Communities

2010 ◽  
pp. 1472-1481
Author(s):  
Francesca Pozzi
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Theoretical Framework ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Teaching Dimension ◽  
The University

The article tackles the issue of the teaching dimension in computer-supported collaborative learning (CSCL) contexts. In particular, it describes two Web-based courses that were held in 2006—one by the Istituto Tecnologie Didattiche – CNR and one by the University of Genoa, which, while sharing the socioconstructivist theoretical framework, adopt different approaches as far as theteaching dimension is concerned: While in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter, experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.

Supporting the Portfolio Process with ONNI - The Learning Journal

2011 ◽  
pp. 305-312
Author(s):  
Tommi Haapaniemi ◽  
Pasi Karvonen
Keyword(s):  
Traditional Learning ◽  
Web Based ◽  
Electronic Learning ◽  
External Assessment ◽  
Web Based Learning ◽  
Learning Journals ◽  
Digital Portfolio ◽  
Learning Journal ◽  
The University ◽  
User Friendly

The purpose of this chapter is to describe the use of an electronic learning journal in the portfolio process and the construction of a digital portfolio. The authors discuss the problems that have arisen during the learning and tutoring process of various traditional (paper) learning journals. The problems of traditional learning journals and their tutoring have been the following: (1) low extent of tutoring and evaluation during the process; (2) when the learning journal is the object of external assessment, it is not used as a tool for profound reflection (private vs. public dimensions of the learning journal); and (3) there has been a lack of a user-friendly tools with which to construct a Web-based learning portfolio. In this chapter the authors discuss the basic elements of ONNI–The Learning Journal, as well as how this electronic tool can help in solving the problems mentioned above. ONNI is presently being experimented on at the University of Kuopio, but it will also be developed to become a tool for every Finnish college student and to better support learning from peers as well as lifelong learning.

scholarly journals Usage, attitudes and workload implications for a Web-based learning environment

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Betty Collis ◽  
John Messing
Keyword(s):  
Learning Environment ◽  
Web Sites ◽  
Collaborative Work ◽  
Building Blocks ◽  
Web Based ◽  
Student Activities ◽  
Web Based Learning ◽  
Registered User ◽  
User Data ◽  
The University

The tools and features of Web-based course-management systems vary (see http:llwww.ctt.bc, callandonlinel, for an analysis and comparison of several commercially available systems) but typically include tools to support the organization of the course, tools to support communication, tools to support student activities such as submission of assignments and collaborative work, and 'back-office' tools to handle user registration, maintenance of user data, and, in some systems, tools to tailor the view of a course site made available to a registered user (Robson, 1999). Although many tools and features are available in such Web-based learning environments, it is not the case that instructors necessarily make use of all these tools and features. Rankin (2000) for example, notes that 'most instructors have failed to take full advantage of the growing resources available to them online'. Rankin suggests that the creation and incorporation of templates into course Web sites could be a strategy to provide instructors with a simple and effective way of developing their Web-accessible materials. Such templates are the basic building blocks of the TeleTOP learning environment used at the University of Twente.DOI:10.1080/09687760108656772 

scholarly journals Introducing ‘Prepare for Success’, a Web-based Learning Resource to Help International Students get Ready for Study in the UK

2011 ◽  
pp. 234-237
Author(s):  
Julie Watson
Keyword(s):  
International Students ◽  
Student Affairs ◽  
Study Skills ◽  
International Student ◽  
Academic Culture ◽  
Web Based ◽  
Web Resource ◽  
Web Based Learning ◽  
The Uk ◽  
The University

International students starting out on undergraduate or postgraduate degree programmes in the UK often feel challenged by the different academic culture and the new study skills they need to acquire in order to be successful in their field of study. Students report that they searched online for resources to help them before they arrived at their university or college in the UK but were not always able to find what they were looking for on their university or college website. In 2008, a new website of interactive learning resources was launched to help international students prepare for study in the UK. It can also be used by institutions in a variety of ways. Prepare for Success is a free web resource, developed at the University of Southampton with PMI (Prime Minister’s Initiative) funding through UKCISA (the UK Council for international Student Affairs). Since its launch the website has attracted over 375,000 visitors from 212 different countries. It is also being widely used by UK further and higher education to help their international students make the adjustment to British academic culture, and by institutions overseas to help students prepare for a study period spent in the UK.

Sign in / Sign up

Export Citation Format

Share Document