scholarly journals Examining the Individual Innovativeness and Online Learning Attitudes of Academic Staff in Institutions Providing Sports Training at the Level of Bachelor Degree

2021 ◽  
Vol 7 (3) ◽  
pp. 163-168
Author(s):  
Alparslan Muharrem Kurudirek ◽  
Irfan Muhammet Kurudirek
Keyword(s):  
Online Learning ◽  
Academic Staff ◽  
Sports Training ◽  
Bachelor Degree ◽  
Learning Attitudes ◽  
Individual Innovativeness ◽  
The Individual

scholarly journals Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

2016 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Lung-Yu Li ◽  
Long-Yuan Lee
Keyword(s):  
Online Learning ◽  
Computer Literacy ◽  
Online Courses ◽  
The Body ◽  
Education Management ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Significant Difference ◽  
Learning Programs ◽  
Managerial Implications

<p>The purpose of this study was to explore graduate students’ competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.</p>

Investigation of Teachers' Level of Life Satisfaction and Perceptions of Individual Innovation in the COVID-19 Pandemic Process

2021 ◽  
Vol 15 (11) ◽  
pp. 3196-3201
Author(s):  
Enver Döşyilmaz ◽  
Ayhan Kayabaşi
Keyword(s):  
Life Satisfaction ◽  
Marital Status ◽  
Resistance To Change ◽  
Demographic Variables ◽  
Satisfaction Scale ◽  
National Education ◽  
Significant Difference ◽  
Scale Scores ◽  
Individual Innovativeness ◽  
The Individual

Background and Aim: This study seeks to examine whether there is a difference between the level of relationship between teachers' individual innovativeness perceptions and their life satisfaction and whether there is a difference in terms of some demographic variables during the COVID-19 pandemic. Methods: The research is a quantitative study and was carried out in relational screening model. The sample of the study consists of 335 teachers working in schools affiliated to the Kahramanmaras Central District National Education Directorates. The data of the research was analysed using the Jamovi 1.6.12 statistical software program. Results and Conclusion:: As a result of the research, it was seen that the majority of the teachers were in the questioning and pioneering groups based on the scores of the individual innovativeness scale,. Significant differences were found in the scores of the participants' individual innovativeness scale sub-dimensions in terms of gender, marital status, branch, and sports status. On the other hand, there were no significant differences in life satisfaction scale scores in terms of gender, marital status, and branch variables (p>0.05); It was found that there was a significant difference in terms of the variable of doing sports (p>0.05); In addition, no significant relationship was found between the sub-dimensions of resistance to change, opinion leadership, openness to experience, and risk-taking and life satisfaction. Keywords: COVID-19, Teacher, Individual innovation, Life satisfaction.

scholarly journals THE EFFECT OF TEACHERS’ COLLABORATIVE NETWORKS ON INNOVATIVE SCHOOL CLIMATE AND THEIR INDIVIDUAL INNOVATIVENESS

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Efstathios Xafakos ◽  
Stavroula Kaldi ◽  
Aikaterini Vassiou ◽  
Vasileios Stavropoulos ◽  
Lampros Papadimas ◽  
...  
Keyword(s):  
School Climate ◽  
Collaborative Networks ◽  
Collaboration Network ◽  
School Teachers ◽  
Primary School Teachers ◽  
Early Adopters ◽  
New Ideas ◽  
Individual Innovativeness ◽  
The Individual ◽  
Collaboration Types

The main purpose of the study is to investigate the possible effect of school teachers’ collaborative networks on their individual innovativeness and the innovative school climate. In addition, 174 Greek primary school teachers’ views were explored about their collaboration networks (three collaboration types), their perceived individual innovativeness, the possible existence of innovative school climate, and the support they received in order to promote and/or produce new ideas and practices. Results showed that most of the participant school teachers belong to two categories of the five in the individual innovativeness scale, the early adopters and the early majority, although 20% belongs to innovators. Teachers’ collaboration network types affect innovative school climate and their individual innovativeness, but there were not found correlation between innovative school climate and perceived teachers’ innovativeness. However, collaborative networks within school have a higher effect on teachers’ innovativeness, and innovative school climate can be predicted by the network within school and among schools, as well as by the support that school teachers receive. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0671/a.php" alt="Hit counter" /></p>

scholarly journals Teaching students to write about art: Results of a fouryear patchwork text project

2019 ◽  
Vol 18 (2) ◽  
pp. 137-151
Author(s):  
Craig Staff ◽  
Robert Farmer
Keyword(s):  
Academic Staff ◽  
Fine Art ◽  
Assessment Practices ◽  
Art Students ◽  
The Individual

Abstract This article presents the findings from a four-year project designed to gather undergraduate Fine Art students' perceptions of replacing an essay with a Patchwork Text Assessment (PTA), a form of assessment in which a series of self-contained, thematically related patches are written at regular intervals over a series of weeks or months and are then stitched together with a final meta-patch exploring the unity and interrelatedness of the individual patches. On completion of the PTA, students were asked a series of questions about their experiences, and analysis of their responses showed that they had found completing the PTA more difficult, more enjoyable and more rewarding than writing an essay. Importantly, there were no suggestions that the PTA had dumbed down assessment practices, nor was there an increase in the workload of the academic staff supporting and assessing the PTA.

Web 2.0 and Professional Development of Academic Staff

2012 ◽  
pp. 94-108
Author(s):  
Belinda Tynan ◽  
Cameron Barnes
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Web 2.0 ◽  
Online Teaching ◽  
Academic Staff ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Learning Material ◽  
Web 2.0 Technologies ◽  
Student Centered

This chapter argues that the latest wave of Web 2.0 technologies has the potential to transform online learning. To realize this potential, universities must rethink the way in which they develop academic skills in online teaching. The current emphasis on training academics to teach online using learning material and learning management systems has yielded mixed results. Too much of the focus has been on “top-down” models of change. Web 2.0 technologies favor “bottom-up” approaches to staff development, approaches that leverage the power, ease of use, and flexibility of Web 2.0 technologies. These have a better chance to produce the constructivist, student-centered online learning that is now widely regarded as the ideal. The authors use fictional accounts in order to capture some of the issues involved.

Web 2.0 and Professional Development of Academic Staff

2010 ◽  
pp. 365-379 ◽  
Author(s):  
Belinda Tynan ◽  
Cameron Barnes
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Web 2.0 ◽  
Online Teaching ◽  
Academic Staff ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Learning Material ◽  
Web 2.0 Technologies ◽  
Student Centered

This chapter argues that the latest wave of Web 2.0 technologies has the potential to transform online learning. To realize this potential, universities must rethink the way in which they develop academic skills in online teaching. The current emphasis on training academics to teach online using learning material and learning management systems has yielded mixed results. Too much of the focus has been on “top-down” models of change. Web 2.0 technologies favor “bottom-up” approaches to staff development, approaches that leverage the power, ease of use, and flexibility of Web 2.0 technologies. These have a better chance to produce the constructivist, student-centered online learning that is now widely regarded as the ideal. The authors use fictional accounts in order to capture some of the issues involved.

Adapting to COVID-19 disruptions: student engagement in online learning of accounting

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irshad Ali ◽  
Anil Kumar Narayan ◽  
Umesh Sharma
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Academic Staff ◽  
Academic Community ◽  
Accounting Education ◽  
Learning Support ◽  
Family Responsibilities ◽  
Content Type ◽  
Online Technologies ◽  
Personal Connections

Purpose This paper aims to provide insights on student engagement in the learning of accounting during the COVID-19 disruptions and the pivot to online learning. Design/methodology/approach This paper is based on reflections of academic staff members teaching accounting papers at two large New Zealand universities. Further supporting information was derived from student feedback collected via paper appraisals. Findings The findings of this paper suggest that there were some successes and numerous challenges in engaging students in online learning of accounting. Strategies that seem to have worked well include the use of synchronous and asynchronous channels to proactively facilitate and provide learning support to students in online learning. The challenges include frustrations with online technologies and the difficulties of making personal connections with students; therefore, engaging some of the cohort in the learning proved to be difficult. Research limitations/implications The findings of this paper suggest that there were some successes and numerous challenges in engaging students in online learning of accounting. Strategies that seem to have worked well include the use of synchronous and asynchronous channels to proactively facilitate and provide learning support to students in online learning. The challenges include frustrations with online technologies and the difficulties of making personal connections with students; therefore, engaging some of the cohort in the learning proved to be difficult. At risk, students were less likely to participate in online live sessions due to issues such as the lack of proper computer equipment, connectivity issues, family responsibilities or the home environment. Practical implications This paper has the potential to inform and enhance practices of higher education institutions, accounting educators and other stakeholders such as support staff on strategies that could be implemented to achieve effective student engagement in online accounting education. Originality/value This paper is original and contributes towards sharing ideas with the academic community on effective teaching practices used during the COVID-19 pivot to online delivery, which can enhance student engagement in business education.

PROFESSIONAL DEVELOPMENT OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS (BASED ON THE EXPERIENCE OF BORYS GRINCHENKO KYIV UNIVERSITY)

2018 ◽  
Vol 1 ◽  
Author(s):  
Nataliia Vinnikova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Decisive Factor ◽  
School Teachers ◽  
Essential Condition ◽  
Learning And Teaching ◽  
Professional Development Of Teachers ◽  
The Individual

Nowadays, higher education is not only an essential condition for the spiritual and professional development of the individual, but also a decisive factor in socio-economic transformation.Taking into consideration changing nature of learning and teaching at higher education institutions, the need for professional development of teachers is increasing. The main purpose of the thesis is to highlight the problem of professional development of academic staff, its relevance and importance for improving learning and teaching. There will be presented a model of teachers’ skills improvement implemented at Borys Grinchenko Kyiv University (Ukraine), as well as new approaches to the organization of training for higher school teachers that combine different training strategies for their development.

scholarly journals A retrospective analysis of structural components and management mechanisms of sports training in swimming

2016 ◽  
Vol 5 (4) ◽  
pp. 163-165
Author(s):  
Mikhail Alexandrovich Vershinin ◽  
Elizaveta Yurievna Ivanova
Keyword(s):  
Retrospective Analysis ◽  
Process Management ◽  
Design Management ◽  
Structural Components ◽  
Sports Training ◽  
Training Process ◽  
Sports Activity ◽  
Current State ◽  
Analysis And Synthesis ◽  
The Individual

The following paper deals with essential characteristics of various sides and components of sports training in swimming on the basis of a retrospective analysis of scientific and methodical literature. The authors describe a number of interrelated elements that provide a swimmers training mechanism and investigate the key components that reveal the content of sports training process of swimmers: training process planning; training process monitoring, athletes state of health; monitoring data analysis and synthesis and timely adjustments application in planning. The authors think that it is important to adjust parameters of training load during training sessions, taking into account the individual capabilities of swimmers and determining the choice of the most effective tools and methods. Specialized literature data study made the authors conclude that the design management of sports training begins with a comprehensive analysis of chosen sport current state and existing development trends evaluation in the context of specific sports activity conditions. As a result the authors note that the functioning scheme of sports training management structural components in swimming involves cyclical process management and forecasting mechanisms on the basis of timely adjustments of specific objectives and systems and correction of athletes dynamically changing potential.

scholarly journals The Need to Focus on Digital Pedagogy for Online Learning

2019 ◽  
Vol 2 (3) ◽  
pp. 25 ◽  
Author(s):  
Halvdan Haugsbakken ◽  
Shaun Nykvist ◽  
Dag Atle Lysne
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Practices ◽  
Small Scale ◽  
Online Technologies ◽  
Digital Pedagogy

As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

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