CONTINUOUS, PARTICIPATORY AND PROGRESSIVE EVALUATION IN MEDICAL TEACHING: EXPERIENCE WITH THE UNIVERSITY OF VALENCIA'S VIRTUAL CLASSROOM QUESTIONNAIRE

2020 ◽  
Author(s):  
Teresa Civera ◽  
Maria Dolores Barrachina ◽  
Sara Calatayud ◽  
Sergio Martínez-Hervás ◽  
Ángeles Álvarez ◽  
...  
Keyword(s):  
Teaching Experience ◽  
Virtual Classroom ◽  
Medical Teaching ◽  
The University

scholarly journals TEACHING EXPERIENCE IN THE SOCIAL MEDIA MANAGER COURSE IN A SITUATION OF CONFINEMENT BY COVID-19

2021 ◽  
pp. 322-337
Author(s):  
Ángel del Castillo
Keyword(s):  
Social Media ◽  
Geographic Distance ◽  
Teaching Experience ◽  
Virtual Classroom ◽  
The Social ◽  
The Face ◽  
E Learning ◽  
Life Habits ◽  
Virtual Teaching ◽  
The University

In the year 2020 we live the irruption of an unknown virus that caused our life habits to change. The various means through which a consumer can connect to the Internet took on greater importance, increasing the daily use of smartphones and personal computers. E-learning or virtual teaching became the only option to continue training from home. The strict confinement that was established, due to COVID-19, closed all the centers considered non-essential, such as schools, institutes or universities. The increase in students in this type of education in recent years was already a fact, since one of the main problems of traditional education, geographic distance, was eliminated. The objective of the research is based on demonstrating, through experience in the Social Media Manager course, that in the face of the COVID-19 situation, online training, e-learning or virtual teaching facilitated the ability to continue training at people from home and that a high percentage completed the course satisfactorily. For this, we present the theoretical framework where e-learning is located, as well as the experience in virtual teaching in the Continuing Training Course "Social Media Manager", which was taught entirely online through the Virtual Classroom of the university in a situation of total confinement due to the COVID-19 virus. And although some studies indicate that there is low motivation and a high degree of abandonment in this type of study, in our case the results show that 82.5% did it satisfactorily with an “Apt” grade, and only there was one student (2.5%) who did not get to carry out any activity of the course. Research shows us that with optimal resources and good management, positive results can be achieved. Resumen La crisis del coronavirus en el ámbito de la educación universitaria ha dado lugar a una sucesión de cambios urgentes en la Universidad Rey Juan Carlos (URJC). Durante la primera mitad del 2020 se adaptó la docencia a la modalidad online, se transformaron las metodologías docentes y se llevó a cabo la evaluación online. La universidad contaba ya con una plataforma digital, aunque el cambio no estuvo exento de obstáculos ya que algunos profesores y/o alumnos carecían de medios tecnológicos adecuados o bien no contaban con las habilidades digitales necesarias para adaptarse de forma abrupta al nuevo contexto. Para afrontar el siguiente curso 2020-21, en el caso concreto de la Facultad de Ciencias Jurídicas y Sociales (FCJS), que acoge al 57% del total de estudiantes de la URJC, hubo que planificar el nuevo escenario en el que se optó por el regreso a las aulas según un sistema híbrido. Docentes y estudiantes han constatado la importancia de la docencia presencial por ventajas tales como la riqueza del entorno de estudio y la vida universitaria, con todas sus implicaciones. Dada la diversidad de los grados que se imparten en la FCJS, concluimos que la docencia online posibilita la interacción entre docente y estudiante, pero limita el desarrollo de ciertas habilidades de los estudiantes en aspectos clave propios de esta etapa formativa.

scholarly journals Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

2021 ◽  
Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  
Keyword(s):  
Geographical Information Systems ◽  
English Language ◽  
Teaching Experience ◽  
Geographical Information ◽  
Technology Enhanced Learning ◽  
Technical Knowledge ◽  
Academic Calendar ◽  
The University ◽  
Social Competences ◽  
Enhanced Learning

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Syh-Jong Jang ◽  
Yahui Chang
Keyword(s):  
University Students ◽  
Content Knowledge ◽  
Science Teachers ◽  
Statistical Significance ◽  
Teaching Experience ◽  
University Physics ◽  
University Instructors ◽  
Science Instructors ◽  
The University ◽  
University Science

<p>University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers’ TPACK, few studies have examined university instructors’ TPACK and university students’ perceptions of instructors’ TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students’ perceptions and instructors’ self-perceptions, and assess differences in university physics instructors’ TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students’ perceptions of science instructors’ TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors’ views were different from the university students’ perceptions. University physics instructors’ results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.</p>

scholarly journals Towards a Methodology of the Intercultural Teaching of Hungarian Literature to Speakers of Hungarian as a Second/Foreign Language

2014 ◽  
Vol 6 ◽  
pp. 148-163
Author(s):  
Györgyi Horváth
Keyword(s):  
Language Learners ◽  
Cultural Awareness ◽  
Teaching Experience ◽  
Teaching Literature ◽  
Cultural Challenges ◽  
Self Reflection ◽  
Hungarian Literature ◽  
One Year ◽  
Hungarian Language ◽  
The University

Although there are many Hungarian Studies scholars teaching literature to Hungarian language learners around the world, there are practically no resources available about what is happening in these classes, and what linguistic, literary and cultural challenges they pose for students and teachers. In her study, Györgyi Horváth discusses her ten-year teaching experience as a teacher of Hungarian literature to Hungarian language learners within the Hungarian Studies Program, a one-year off-site university program offered to international students, accredited by the University of Pécs, and hosted by the Balassi Institute, Budapest. She discusses the institutional and program framework she worked in, gives a detailed account of the linguistic, literary and especially the cultural competencies that were in play in these courses, and also formulates some general methodological insights about teaching Hungarian literature to language learners. Horváth concludes that teaching literature cross-culturally widens the cultural horizons of students as well as of their teachers, offering them a space for increased cultural awareness and self-reflection.

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

2018 ◽  
pp. 2532-2544
Author(s):  
Fariel Mohan ◽  
Garry Soomarah
Keyword(s):  
Learning Community ◽  
Virtual Classroom ◽  
Pass Rate ◽  
Virtual Classrooms ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Reflective Questions ◽  
The University

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad & Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding thus aiding students by either peers or the instructor until they are comfortable to move onto a next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting into 4 virtual classrooms.

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

2019 ◽  
pp. 380-394
Author(s):  
Fariel Mohan ◽  
Garry Soomarah
Keyword(s):  
Trinidad And Tobago ◽  
Learning Community ◽  
Virtual Classroom ◽  
Pass Rate ◽  
Virtual Classrooms ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Reflective Questions ◽  
The University

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad and Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding, thus aiding students by either peers or the instructor until they are comfortable to move on to the next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting in four virtual classrooms.

Online Learning for the Real World

2003 ◽  
pp. 159-176
Author(s):  
Bridget Khursheed
Keyword(s):  
Continuing Education ◽  
Real World ◽  
Evaluation Process ◽  
Virtual Classroom ◽  
Usability Evaluation ◽  
Online Course ◽  
Course Development ◽  
The Real ◽  
University Of Oxford ◽  
The University

This chapter examines usability evaluation in the context of the Diploma in Computing via the Internet offered by the University of Oxford Department for Continuing Education and, to some extent, its on-site course partner. This ongoing online course is aimed at adult non-university (the “real world” of the chapter title) students. The chapter follows the usability evaluation process through the life cycle of course development, delivery and maintenance, analysing the requirements and actions of each stage and how they were implemented in the course. It also discusses how pedagogical evaluation must be considered as part of this process, as well as the more obvious software considerations, and how this was achieved within the course. Finally it draws some conclusions concerning the enhancements to course usability of the virtual classroom and how this atypical evaluation material can and should be integrated into an overall usability evaluation picture.

Implementation of Remote Laboratories for Industrial Education

2012 ◽  
pp. 84-107 ◽  
Author(s):  
Andreja Rojko ◽  
Thomas Zürcher ◽  
Darko Hercog ◽  
Renato Stebler
Keyword(s):  
Distance Learning ◽  
Future Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Industrial Applications ◽  
Industrial Education ◽  
Remote Laboratories ◽  
Learning Platforms ◽  
Learning Management ◽  
The University

Rapidly changing economics and fast progress in technology require from engineers employed in industry that they constantly refresh and update their professional knowledge. Remote laboratories with learning management systems are very suitable for such industrial education, although they are very rarely used in practice. In this contribution, two solutions for industrial education are presented and evaluated. The first solution is from the University of Maribor, Slovenia. Two different learning platforms with integrated remote laboratories offer courses in basic mechatronics. Courses are applied towards the training of professionals from Slovenian and Austrian industry. The second solution is from the Biel Academy of Applied Science, Switzerland. It is based on the Moodle learning management system and upgraded by the virtual classroom and remote laboratory. Specialized courses that offer a qualification for work with Programmable Logic Controllers are successfully applied in the training of specialists, employed by Siemens, Switzerland. Based on the encouraging results and observed needs of the training participants, a possible future development of remote laboratories and distance learning for industrial education and other potential industrial applications are discussed.

Nontraditional Students and Information Technology

2011 ◽  
pp. 284-304
Author(s):  
Xenia Coulter ◽  
Alan Mandell
Keyword(s):  
Adult Students ◽  
Information Technologies ◽  
Approaches To Learning ◽  
Virtual Classroom ◽  
Industrial Society ◽  
New Information ◽  
Efficient Delivery ◽  
The University ◽  
Post Industrial ◽  
Constructivist Approaches

The adult college student, caught between the competing demands of work and home, has recently become a valuable commodity in today’s fast-changing American universities. The authors argue that the response of the university to the personal circumstances and credentialing needs of adult learners, accentuated by the forces of globalization and the availability of new information technologies, particularly the Internet, has been to focus upon the efficient delivery of information deemed important in our post-industrial society. This response, particularly well exemplified by the virtual classroom, is not conducive to the fluid and open-ended inquiry associated with progressive education. In the end, the authors speculate, adult students may taste the true progressive and constructivist approaches to learning better outside the confines of formal higher education.

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