scholarly journals Peer Assisted Study Support (PASS) and Students as Change Agents (SACA) in Mathematics at the University of Nottingham

2016 ◽  
Vol 14 (3) ◽  
pp. 39 ◽  
Author(s):  
Stephen Cox ◽  
Laurence Cook ◽  
Sam Nield
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Change Agents ◽  
Wide Range ◽  
Change Leaders ◽  
Study Support ◽  
The University ◽  
Teaching Transformation ◽  
Pass Scheme

In 2015-16, a Peer Assisted Study Support (PASS) scheme was introduced in Mathematics at the University of Nottingham.  This PASS scheme is intimately linked to the University’s Nottingham Advantage Award (NAA) scheme, which recognises a wide range of students’ extracurricular activities, including serving as a PASS Leader.  Furthermore, the PASS scheme has been developed in conjunction with the NAA’s Students as Change Agents and Change Leaders (SACA and SACL) programmes, which recognise student-staff partnerships that change teaching and learning practice.  Essential to the success of the scheme has been its genesis through a student-staff partnership, in particular two summer internships in 2015 to develop PASS materials, supported by the Sigma Network and the University’s Teaching Transformation Programme.

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

scholarly journals Factors Impacting the Student’s Loyalty: An Empirical Investigation of Higher Education Sector In Pakistan

2019 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Murk Fatima ◽  
Murk Khero
Keyword(s):  
Higher Education ◽  
Extracurricular Activities ◽  
Empirical Investigation ◽  
Time Frame ◽  
Education Sector ◽  
University Management ◽  
Campus Environment ◽  
Student Loyalty ◽  
Wide Range ◽  
The University

Student loyalty ensures management to take better strategies to improve the performance of any institute. The purpose of this research is to examine the factors impacting student’s loyalty through an empirical investigation of Higher Education Sector of Pakistan. The data for this research was collected through questionnaires from four major private universities of Karachi: SZABIST, IQRA University, Bahria University and Institute of Business Management (IOBM) with a sample size of 380. According to the nature of data, descriptive statistic and inferential statistics (regression & correlation) was used. In this research 51.6% respondents were male followed by females which are 47.9%. Results show that, female respondents are more inclined towards a university brand name and location as compare to males. On the side, males are more concerned about the universities’ market value and faculty (teachers) as the major traits while choosing a particular university as compare to females. For universities facilities both the gender male and females have not shown much enthusiasm and interest. Moreover, program offered by the university, fee structure and extracurricular activities are not the primary focus for students (both male and females) as one of the university traits. Further the results demonstrate that, academic facilities and service attitude are highly correlated and have a great impact on student’s loyalty. Moreover, campus environment having a weaker correlation also impact’s the student’s loyalty.  Other factors like, HOD and program manager have a significantly weak correlation with student loyalty and at the same time does not produce any impact. This research responded the questions raised and welcomed a wide range of discussions for the university management to work closely for student’s welfare to enhance and maintain the student’s loyalty. The study is restricted within three HEC institutes of Karachi city only due to limited time frame and financial resources available.

Manchester in Partnership

2017 ◽  
Vol 3 (1) ◽  
pp. 204
Author(s):  
Julia Smith ◽  
William Carey ◽  
Paul Chapman
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Change Agents ◽  
Learning Support ◽  
Online Student ◽  
Collaborative Working ◽  
The University ◽  
University Of Manchester ◽  
Student Discussion

In 2016, the University of Manchester (UoM) and the University of Manchester Students’ Union (UMSU) embarked on a more strategic, collaborative working approach to engage students in a broader range of enrichment opportunities. Having worked closely together for a number of years on prescribed activities, such as student induction and co-leading support for Resident Associations, student committees, a more meaningful partnership was perceived to increase transformational impact through engaging students in modes of activity championed recently under the banner of students as partners, researchers and change agents. With the Teaching and Learning Support Office (TLSO), a REACT project was designed to narrow the gap between staff and students through a more collaborative relationship. To that end, our project ‘Manchester in Partnership’ worked on two themes, the first looking at engaging students as researchers to identify engagement patterns with the MyManchester online student portal and the second focusing on creating a series of staff and student discussion seminars about the learning experience. This project has ignited further work engaging students as researchers, student review teams as well as further work around institutional dialogue, the student charter and student representation models. This case study will outline the journey from an isolated REACT project to a broader range of activities highlighting underpinning rationale, implementation, intended impact and benefits already realised.

THE DEVELOPMENT OF CRITICAL THINKING FOR HIGHER STUDENTS: NOTES OF THE ENGLISH TEACHER

2020 ◽  
Author(s):  
I. B. Ushakova
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Law Students ◽  
English Teacher ◽  
Wide Range ◽  
The University ◽  
Learning English

The paper is devoted to critical thinking development techniques in the process of teaching and learning English at the University. A wide range of “critical thinking” definitions and interpretations was studied to single out those ideas that help to form the basis for choosing particular critical thinking development techniques. In this paper we focus on our didactic experience in developing critical thinking skills of law students.

scholarly journals Moray: Bridging an Ancient Culture of Innovation with Emerging Pedagogies in Engineering

2018 ◽  
Vol 8 (4) ◽  
pp. 43
Author(s):  
Melanie Gisela Cornejo ◽  
Brian O'Hara ◽  
Francisco Tarazona-Vasquez ◽  
Francisca Barrios ◽  
Mauricio Power
Keyword(s):  
Teaching And Learning ◽  
Change Agents ◽  
Educational Innovation ◽  
Disruptive Effect ◽  
Student Centered ◽  
Virtual Spaces ◽  
Open Platform ◽  
The University ◽  
New Generation ◽  
Radical Transformation

From its inception, Universidad de Ingeniería y Tecnología (UTEC) has functioned under the mandate of causing a disruptive effect in society by educating a new generation of holistic engineers bound to become empowered change agents. The university has recently embarked on a radical transformation of its educational model, in order to deliver this promise. A flexible curriculum provides students not only with a strong STHEAM backbone imparted in a student-centered active-learning format, but also exposes them to real engineering challenges and promotes the acquisition of professional skills from the onset. For this change to be implemented successfully, UTEC has decided to design and launch a Laboratory for Educational Innovation, called Moray. Conceived as an open platform, Moray sits at the intersection of physical and virtual spaces and is organized around flexible protocols that allow faculty, students, staff, and experts from top universities worldwide to work interdisciplinarily and collaboratively, towards the enhancement of teaching and learning dynamics in higher education.

Students' perceptions of music courses in the Birmingham and Solihull Learning and Skills Council Area

2007 ◽  
Vol 24 (1) ◽  
pp. 37-53
Author(s):  
Adrian Hancock ◽  
Janet Hoskyns
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Wide Range ◽  
The University

During 2003/4 a team from the University of Central England in Birmingham (now UCE Birmingham) undertook an evaluation of student perceptions of their music courses as part of the Birmingham and Solihull Learning and Skills Council review of music in the area. As well as identifying the wide range of courses available in the locality and students' perceptions of the teaching and learning they undertook, the research uncovered some significant issues about the nature of musical learning for those aged 14+ and the pathways and guidance that they received both before and during their courses of study.

scholarly journals Changing the Admission Process of Subject Teacher’s Pedagogical Studies: A Case Study at the University of Oulu

2013 ◽  
Vol 1 (5) ◽  
pp. 479-501
Author(s):  
Eila Jeronen ◽  
Merja Karjalainen ◽  
Heikki Kuoppala ◽  
Minna Sääskilahti ◽  
Helena Tirri
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Constructivist Teaching ◽  
Admission Process ◽  
Wide Range ◽  
Humanities Faculty ◽  
Faculty Of Education ◽  
The University ◽  
New Student

This qualitative case study aims to obtain information about the conceptions of the students and university staff concerning the new student admission process of subject teacher education at the University of Oulu. The new process was developed based on constructivist teaching and learning theories. A total of 206 students and 51 university teachers from the Faculty of Humanities, Faculty of Education and Faculty of Natural Sciences participated in the research voluntarily. The data were collected by questionnaires in 2010–2012. It was analysed by the deductive and inductive content analysis method. Based on the conceptions of the respondents, the guidelines for student admission are quite adequate. The new admission criteria (opening speech, interaction skills, motivation, conception of schoool and learners, and academic skills) were evaluated to be suitable for the purpose. The wide range of skills required for working as a teacher was found to be well reflected in the criteria. Most students and interviewers thought that the students participated in and directed the discussions actively. Positive characteristics of students and supportive behaviour of the interviewers helped discussion along. The goal of the new student admission process was to remove the differences in student admission processes and criteria between different faculties at the University of Oulu. It seems that this was successful. Most respondents evaluated the new admission process as useful.

scholarly journals Categorizing findings on Language Tutor Autonomy (LTA) From Interviews

Relay Journal ◽  
2018 ◽  
pp. 236-246
Author(s):  
Tomoya Shirakawa
Keyword(s):  
Teaching And Learning ◽  
Social Contexts ◽  
Qualitative Approach ◽  
Future Research ◽  
Structured Interviews ◽  
Practical Applications ◽  
Tutoring Program ◽  
Wide Range ◽  
International University ◽  
The University

Language Tutor Autonomy (LTA) is a new area of research and spans a wide range of social contexts with important implications. Anyone can be a tutor, and by doing so, they can learn by teaching. LTA can potentially may have many practical applications and, therefore, should be subject to further investigation. This study used interviews to understand LTA from the tutors’ perspective. The context was a peer tutoring program at an international university in Japan specializing in self-access learning. 11 tutors participated in the research, who are all undergraduate (2nd to 4th year) students enrolled in the university. A qualitative approach using semi-structured interviews was employed in order to understand how their teaching as tutors influences their learning as students, and, primarily, to identify unique aspects of LTA. The results were organized according to interview questions concerning: (1) dealing with difficulty, (2) preparing for weekly sessions, (3) sharing experiences (beyond teaching English) and (4) developing personally from the tutoring experience. The paper will offer a model of LTA and a framework for future research and practical applications in self-access learning settings, including peer teaching and learning advising.

scholarly journals Editorial

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Lucas F. M. da Silva ◽  
António M. Ferreira
Keyword(s):  
Technology Education ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Research Experience ◽  
Special Issue ◽  
Learning Mechanisms ◽  
Science And Technology Education ◽  
Wide Range ◽  
The University ◽  
Learning Issues

This special issue of University of Porto Journal of Engineering contains selected papers presented at the 1st International Conference on Science and Technology Education STE 2020, held at Faculty of Engineering of the University of Porto (FEUP), Portugal, during 15-16 October 2020. This conference is held every year. The conference is co-chaired by António Ferreira (University of Porto, Portugal), Lucas F. M. da Silva (University of Porto, Portugal) and Claudio R. Brito (COPEC, Brazil). The goal of the conference is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. About 50 papers were presented by researchers from nearly 20 countries. In order to disseminate the work presented at STE 2020, selected papers were prepared which resulted in the present special issue. Various topics are covered resulting in seven papers dealing with learning mechanisms (first three papers), learning systems (following three papers) and diversity and inclusiveness (last paper). The papers presented here are good examples of the latest trends related to science and technology education. The editors wish to thank all the authors for their participation and cooperation, which made this volume possible. Finally, they would like to thank the team of FEUP library, especially Luís Miguel Costa, for the excellent cooperation during the preparation of this issue.

scholarly journals Exploring student thoughts and perception of videos as a learning resource

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S133-S133
Author(s):  
Gianluca Di Pasqua ◽  
Pranav Mahajan
Keyword(s):  
Medical Education ◽  
Focus Groups ◽  
Mental State ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Production Quality ◽  
Learning Resource ◽  
Wide Range ◽  
The University ◽  
State Examination

AimsAs medical education becomes increasingly digital, there is a plethora of readily available video resources available to medical students, aimed at teaching a wide range of topics. Despite this abundance, students report a myriad of issues. These range from videos containing outdated material, being of a poor production quality, and not being entirely relevant to their learning objectives. The aim of this study is to explore student thoughts and perceptions of videos as a teaching and learning resource. As the Mental State Examination is a component of the Psychiatry curriculum that students often find difficult, we have written, filmed and produced a video series explaining and demonstrating it.MethodFollowing the production of the Mental State Examination videos at the University of Sheffield – which contained multiple doctor-patient consultations, interspersed with narration outlining the key learning points – three focus groups were undertaken. These were aimed at understanding student thoughts and perception on the new videos, and the use of videos in medical education in general. Taking a qualitative approach, thematic analysis was performed on the content of the focus groups.ResultThere was universal positive feedback about the structure and content of the videos we had produced; students enjoyed observing the various doctor-patient consultations and felt the separate elements of the Mental State Examination was explained logically and concisely. Furthermore, students appreciated that the videos were produced at their own University, believing this added to their validity. With regards to videos as a teaching resource in general, focus groups revealed that students appreciated specific, relevant and novel video material. Most students felt that videos can play an important role in medical education. There was a unanimous belief however that videos used in medical education should be produced well and be factually correct.ConclusionUnderstanding how students feel about videos as a teaching and learning resource is crucial in the development of more in the future. This study suggests more video resources for many areas, both within Psychiatry, and within the greater sphere of medical education, would be welcomed. This ought to be accompanied with student evaluation.

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