scholarly journals Professional Development Needs in a Virtual Teaching and Learning Environment

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Sang E Park
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Professional Development Needs ◽  
Virtual Teaching

scholarly journals VIRTUAL TEACHING AND LEARNING ENVIRONMENT IN SHAPING STRATEGIES FOR PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION BETWEEN FUTURE SOFTWARE ENGINEERS

2018 ◽  
Vol 67 (5) ◽  
pp. 239
Author(s):  
Oksana V. Tynkaliuk ◽  
Iryna Z. Semeriak
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Personal Interest ◽  
Online Chat ◽  
Teaching And Learning Environment ◽  
Language Communication ◽  
Software Engineers ◽  
Virtual Teaching

The article substantiates and appraises a set of PC-oriented and network techniques (such as online chat-based training and learning) and communicative and game-playing techniques (such as briefing, debriefing-contemplation, simulation) to help future software engineers elaborate a strategy to engage in communication on professional matters in a foreign language. The authors have ascertained the structure and the contents of the key notions pertaining to the present study, specifically: ‘strategy for professional foreign language communication’, ‘virtual teaching and learning environment’, and ‘online chat teaching and learning techniques’; a system of exercises and tasks has been developed that are to be given out to future specialists in order to develop their online communication skills in line with the aforementioned strategy. ‘Strategy for professional foreign language communication’ is construed by the authors as a cumulative aggregate for incremental thinking and speaking activities designed to help participants of the act of communication model their own communicative behaviour in the context of communication on professional matters in a foreign language aimed at attaining the objective of communication in the process of conversing with each other. Students’ index of personal interest in studying a foreign language for communication on profession-related matters has also been verified. In order to ascertain the level of personal interest in a foreign language among students, a questionnaire survey focusing on 1st and 2nd year students of the Faculty of Mathematics and IT Technologies at Ivan Franko National University of Lviv (Ukraine) has been conducted. We have compiled methodological guidelines to be issued to foreign language teachers at universities, outlining best practices to organise training and help future software engineers outline their strategies for professional foreign language communication; besides, a training toolkit entitled IT Student’s English Handbook showcasing a number of options for online (Internet-based) simulations has been put together. Having interpreted the results of questionnaire survey, we have been able to prove that the abovementioned training techniques do prove to be efficient.

scholarly journals A Foucauldian Discourse Analysis of an Engineering Programme

2021 ◽  
Author(s):  
◽  
Craig Watterson
Keyword(s):  
Discourse Analysis ◽  
New Zealand ◽  
Learning Environment ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Staff ◽  
Extensive Literature ◽  
Complex Situation ◽  
Teaching And Learning Environment

<p>The extensive literature relating to student barriers within the Science, Technology, Engineering and Mathematics (STEM) fields and, in particular, engineering education illustrates that STEM education has a widespread problem in retaining students. A plethora of studies have concentrated on placing the student at the centre of the problem – for example by focusing on student academic ability, work habits and social background. By analysing staff interviews, and investigating pertinent factors from the surrounding institutional, cultural and social environment, I shift the focus away from the phenomenological experience of individuals to examine the way power relations affect the teaching and learning environment. Foucauldian Discourse Analysis (FDA) offers a theoretical and methodological basis for critically exploring networks of power, through the investigation of discourse and can provide insights into the complex situation in the School of Engineering and Computer Science (ECS).  I use FDA to ask: how is power experienced and manifested by lecturers in the Bachelor of Engineering with Honours (BE) first-year teaching and learning environment at Victoria University of Wellington (VUW), New Zealand. I do this by analysing transcripts of interviews with teaching staff, as well as ECS, University, and Government documentation. By adopting an FDA approach to lecturers’ experiences of power, situated in the New Zealand neoliberal educational context, I aim to identify issues that impact the teaching and learning environment. These include academic practices relating to Government and University pressure to increase engineering student recruitment and retention numbers, an academically diverse incoming student cohort, course design, teaching and research. From a Foucauldian perspective, the New Zealand Government, the University, its lecturers, and students are all part of an educational setting comprising a complex network of power relationships active in the operation of the teaching and learning environment.  By placing lecturers at the epicentre of the situation and by understanding how lecturers both experience and exercise power in the teaching-learning environment, the issue of student retention may be re-framed. This study offers a unique perspective from which we can assess these problematic experiences at the source, whether that be at government, institution, department, teacher or learner level. As such, by exploring the operation of power, this thesis explores an important aspect of the retention problem which has never been fully investigated in NZ engineering education.</p>

ePortfolios for Learning, Assessment, and Professional Development

2010 ◽  
pp. 157-175
Author(s):  
C. Edward Watson ◽  
Marc Zaldivar ◽  
Teggin Summers
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Learning Assessment ◽  
Current Trends ◽  
Academic Settings ◽  
History Of ◽  
Professional Development Needs ◽  
Specific Teaching ◽  
Assessment Requirements

ePortfolios are becoming increasingly popular as a means to address a variety of challenges in higher education, such as academic assessment requirements, specific teaching and learning goals, and emerging student professional development needs. This chapter explores these three applications of ePortfolios to provide administrators and faculty the information they need to make informed decisions regarding ePortfolios in academic settings. The relevant history of portfolios, assessment, and associated pedagogies sets a context for this discussion. Current trends in ePortfolio usage are outlined, including a survey of available technologies. This chapter concludes with a primer regarding the management of ePortfolio campus implementations as well as a brief examination of the key questions regarding the future of ePortfolios.

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