scholarly journals Networks in the context of digital culture: technologies, coordinators, university teachers and students

2021 ◽  
pp. 675-684
Author(s):  
Maria Cristina Lima Paniago ◽  
Rosimeire Martins Régis dos Santos ◽  
Arlinda Cantero Dorsa
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Private University ◽  
Educational Process ◽  
Digital Culture ◽  
Structured Interviews ◽  
University Teachers ◽  
Teachers And Students

This research aims to analyze networks of relations in the context of digital culture, focusing on the relationships among technologies, coordinators, university teachers, and students. It is qualitative research with virtual etnography approach, developed in a private university in the Center-West of Brazil, with the participation of 39 university teachers, 285 students and 7 coordinators, answering questionnaires and semi-structured interviews, and posting messages at Facebook, related to the digital culture and to the formative educational process. The results point to a context of mismatch between the comings and goings of university teachers, students and coordinators, seeking to appropriate the technologies in order to invent other ways of teaching and learning, in different times and spaces, individually and collaboratively, with openness to the innovation in a critical way.

scholarly journals A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

2018 ◽  
Vol 11 (8) ◽  
pp. 1 ◽  
Author(s):  
Lili Zhang ◽  
Sukwoo Kim
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Private University ◽  
English Teachers ◽  
English Teaching ◽  
University Teachers ◽  
Quantitative And Qualitative Research ◽  
Mediation Theory ◽  
Teachers And Students ◽  
Similarities And Differences

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

scholarly journals A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

2018 ◽  
Vol 11 (8) ◽  
pp. 7
Author(s):  
Jiang Lei ◽  
Yuewu Lin
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Private University ◽  
English Teachers ◽  
English Teaching ◽  
University Teachers ◽  
Quantitative And Qualitative Research ◽  
Mediation Theory ◽  
Teachers And Students ◽  
Similarities And Differences

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

scholarly journals Teachers and Students’ Stereotypes about the Teaching and Learning of English

2016 ◽  
pp. 75-92
Author(s):  
Eliana Edith Roberto Flórez ◽  
Gladis Leonor Arias Rodriguez
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Private University ◽  
Language Teachers ◽  
Work Behavior ◽  
Academic Majors ◽  
Structured Interviews ◽  
English Class ◽  
Grounded Theory Method ◽  
Teachers And Students

This article is the result of a research study that examined teachers and undergraduate students’ stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to collect data were semi-structured interviews and questionnaires from both teachers and students. A grounded theory method was used to analyze the gathered information. Findings demonstrate that language teachers created stereotypes about students’ academic work, behavior, and attitudes due to their experiences with them as their teachers, and particularly according to students’ academic majors. Students also evidence stereotypes about the teaching and learning of English, according to their experiences in English class.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals THE VIEWS OF PH.D. SAUDI STUDENTS AT THE UNIVERSITY OF GLASGOW TO UTILISE SOCIAL MEDIA TOOLS TO SUPPORT LEARNING

2020 ◽  
Vol 8 (4) ◽  
pp. 1-6
Author(s):  
Omar Abdullah Alshehri
Keyword(s):  
Social Media ◽  
High Speed ◽  
Educational Process ◽  
Structured Interviews ◽  
Saudi Students ◽  
Teachers And Students ◽  
Social Media Tools ◽  
Students Attitudes ◽  
Use Of Social Media ◽  
The University

This paper examined the perception of using social media tools to support learning among Ph.D. Saudi students at the University of Glasgow. It also examined the benefits of using social media tools for learning and the important role that these tools can play to facilitate the educational process. Moreover, it examined the barriers they could face during the use of social media tools in the education process. Participants in this study were 3 Ph.D. Saudi students at the University of Glasgow. Semi-structured interviews were used to collect data for this study. The results indicate that students, both male and female, are using social media tools and their opinions largely coincide regarding the benefits of and barriers to social media usage. The results pointed out that the major barriers to using these tools in learning were a distraction, privacy, and the lack of available high-speed Internet. The study recommended that this study could be replicated at other Saudi Ph.D. students at different universities to investigate teachers and students' perception to use these modern technologies for learning as well as find out factors and barriers that might affect Saudi teachers and students’ attitudes toward using social media tools for learning.

scholarly journals Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics

2020 ◽  
Vol 16 (1) ◽  
pp. 15-28
Author(s):  
Shemunyenge Hamukwaya
Keyword(s):  
Teaching And Learning ◽  
Learning Opportunities ◽  
Academically Successful ◽  
Structured Interviews ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Systemic Factors ◽  
High Level ◽  
Negative Factors ◽  
Grade 11

This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investigated via semi-structured interviews. The transcripts were analysed using an interpretational analysis. This study revealed that students display interest in learning mathematics and that they tend to feel comfortable with the subject despite certain influencing factors. The students’ perceptions are that their learning processes were negatively affected by aspects of systemic factors, teachers’ and students’ own factors, and access to learning resources. The students feel that they lack high-level access to teaching and learning, and this limits their potential for achieving the level at which they are expected to perform and be academically successful. In addition to the implications that emerged, this study makes recommendations on what should be done to address the negative factors perceived by the students.

scholarly journals Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society

2021 ◽  
Vol 13 (17) ◽  
pp. 9564
Author(s):  
Maria José Sá ◽  
Ana Isabel Santos ◽  
Sandro Serpa ◽  
Carlos Miguel Ferreira
Keyword(s):  
Digital Literacy ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Educational Process ◽  
Strong Increase ◽  
Sustainable Society ◽  
Digital Society ◽  
Teachers And Students ◽  
Bibliographic Search ◽  
Software And Hardware

The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

scholarly journals EXPERIENCE OF INTRODUCING CLOUD TECHNOLOGIES

2021 ◽  
Vol 1 ◽  
pp. 339-348
Author(s):  
Vasyl Kovalchuk ◽  
Lyudmila Shevchenko
Keyword(s):  
Cloud Computing ◽  
Learning Process ◽  
Educational Process ◽  
Digital Culture ◽  
Modern Education ◽  
Process Testing ◽  
Computing Technologies ◽  
Teachers And Students ◽  
Specialized School ◽  
Cloud Technologies

Modern education is closely connected with widespread digital technologies, through which communication, collaboration, creativity, and innovation can be organized. The aim and objectives of the article consist in describing the experience of real experience with cloud technologies on the example of a municipal organization (institution, establishment) “Shostka educational complex: specialized school of I-II degrees-lyceum of Shostka town council of Sumy region”. To test the effectiveness application of cloud computing technologies in the educational process of the institution, experimental work was carried out, as a result of which carried out: analysis of the possibility application of cloud computing technologies in the learning process; determination of pedagogical conditions application of cloud computing technologies in the learning process; testing the effectiveness of certain pedagogical conditions.Assessment of the possibility of using the selected technologies in education was carried out according to the results of a survey of all participants in the study. This stage made it possible to determine the main directions of  research, take into account the possible obstacles to their use.To implement the selected pedagogical conditions, guidelines for teachers on the use of these technologies in the learning process were developed, which contain a set of methods and techniques for organizing lessons, ways to implement a business game, cluster, senkan, fishbone, comparison chart, brainstorming .Organizing the educational process with the help of cloud technology is one of the priority areas of updating modern education that allows not only to improve the quality of education, but also to achieve a new level of relations between participants in the educational process at all stages of teaching. They help teachers work not only with children but also with their parents.During the transition to the new educational standards, cloud technologies contribute to forming a new digital culture of teachers and students. Their applying in the educational allows to make the educational space open.  

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

scholarly journals Penerapan Model Contextual Teaching And Learning Untuk Meningkatkan Kemampuan Mendeskripsikan Fabel Pada Siswa Kelas VIII-6 SMP Negeri 2 Peusangan Bireuen

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Nur Asma ◽  
Muhammad Insya
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Class Action ◽  
Essay Writing ◽  
Average Percentage ◽  
Teachers And Students ◽  
Post Test ◽  
Class Viii ◽  
Class Average ◽  
Field Notes

The problem studied was how the application of the CTL model could improve the ability to describe a fable in Class VIII-6 of SMPN 2 Peusangan. This study aimed to improve the ability to describe a fable in the class through the CTL model. The benefit of this research included improving fable describing ability on Class VIII-6 students of SMP Negeri 2 Peusangan through the application of the CTL model. The approaches used in this study were the qualitative research and the Class Action Research (PTK). Data collected in the study came from the pre-test and post test, observation, interviews, and field notes. The results showed that the implementation of narrative essay writing with the CTL approach could increase the activities of teachers and students. The results of observations of the teachers and students activities in the implementation of the cycle I action obtained and average percentage of 80.4%. However, in terms of the results, the implementation of the first cycle of action had not been successful because the students obtained the value of ≥ 65 were 68.6%, with 56% of class completeness. Thus, the researcher conducted a repetition cycle. The results of observations of teachers and students in the second cycle of action earned the average percentage of 84.2%, and reached 88% of classical completeness. Moreover, in terms of the results, the implementation of the second cycle showed that teaching narrative essay writing by applying the CTL model could improve students' writing on the fable describing materials. This can be seen from the percentage of the students who received ≥ 65 classically were 88%, with the class average of 84.2. Therefore, the CTL model used could increase the activities of teachers and students in fable describing in Class VIII-6 students of SMP Negeri 2 Peusangan, Bireuen district. Kata Kunci: CTL, Fabel.

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