scholarly journals Professionals and the problem of introducing innovations in the university: prospects for the development of distance education, advantages and disadvantages

2021 ◽  
Vol 7 (3B) ◽  
pp. 202-212
Author(s):  
Kuanysh Zh. Syman ◽  
Vladimir P. Andronov ◽  
Zoya I. Girich ◽  
Irina V. Rodionova ◽  
Marina Y. Litwinowa
Keyword(s):  
Teaching And Learning ◽  
Innovative Activity ◽  
Theory And Practice ◽  
Systematic Analysis ◽  
Educational Innovations ◽  
Advantages And Disadvantages ◽  
Primary Focus ◽  
Pedagogical Innovations ◽  
The University ◽  
Quality Learning

The purpose of this work is to identify and substantiate the problems of introducing innovations in the university.  For the purpose of the study the following methods are used systematic analysis of philosophical, pedagogical and psychological scientific literature, researching and summarizing of educating experience; the survey. Education badly needs effective innovations of scale that can help high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the teacher readiness to innovative activity. The analysis of the teachers accepts to innovations demonstrate that the implementation of pedagogical innovations accompanies certain problems of future teacher activity during training at the university. Main factors and reasons determining the teachers’ innovation resistance could be considered when preparing them for innovative activity as a crucial factor for modernizing the country’s education system.

scholarly journals Enhancing Teaching and Learning at the University of Venda Utilising Digital Mobile Devices

2017 ◽  
Vol 3 (4) ◽  
pp. 11
Author(s):  
Ratchel Chikurunhe ◽  
Armstrong Kadyamatimba
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Academic Experience ◽  
Learning And Teaching ◽  
Tablet Pcs ◽  
Level Of Use ◽  
The University ◽  
Quality Learning ◽  
Rural Student

The University of Venda(Univen) distributed tablets to students for facilitating and enhancing their studies. However, the provision of tablet PCs to students may not be a panacea for quality learning, especially to technological disadvantaged rural student  population. The aim of study was to investigate the use of digital mobile devices for enhancing teaching and learning at the Univen. The research questions focused on determining the current level of use of mobile devices, how they can be used effectively for teaching and learning. Mixed methods approach was applied with data being solicited from a convenient sample of students, lecturers and an IT technician. The results of the study indicated that many students and lecturers are active and have higher perceptions of mobile devices usage. The results of the study are to be used to explicate and advance the integration of the mobile devices for promoting learning and teaching accomplishments. The findings clearly showed that mobile devices have a positive impact on the academic experience. The results also indicate that there is a gradual acceptance of the Learners Management Systems (Blackboard) by both academics and students. The digital mobile devices are eventually enhancing teaching and learning at Univen.

scholarly journals IMPLEMENTASI STRATEGI INQUIRING MINDS WANT TO KNOW PADA PEMBELAJARAN IPA KELAS IV B DI MI MA’ARIF BEGO

2019 ◽  
Vol 2 (2) ◽  
pp. 187-219
Author(s):  
Sartawi Sartawi
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Science Learning ◽  
Advantages And Disadvantages ◽  
Collection Data ◽  
The Mind ◽  
Learning Interest ◽  
Quality Learning ◽  
Class Iv

One way to increase students' learning interest is by using learning strategies. An interesting strategy will certainly influence learning process in order to produce quality learning, especially in science learning. Of the various types of strategies, researcher employs the Inquiry Mind Want to Know strategy in class IV B science learning at MI, Ma’arif Bego Yogyakarta. The study aims to determine the implementation, both the advantages and disadvantages factors, of the Inquiry Mind Want to Know Strategy in class IV B science learning at MI Ma’arif Bego Yogyakarta.The study uses a descriptive qualitative approach using the case study method. The data are collected through observation, interviews, and documentation. The analysis techniques applied are data collection, data reduction, data presentation and conclusions. Finally, the data are validated using the triangulation technique.The results of the study show that there are several ways of implementing the Inquiry Mind Want to Know Strategy in science learning i.e. implementation based on the steps of the Inquiry Mind Want to Know strategy, combining the Mind Want to Know strategy with contextual teaching and learning (CTL), and using practicing learning. The disadvantage in the strategy is inadequate time for students. Whereas the advantages of the strategy are that the students can be active and have enjoyable learning. The impacts of the Inquiry Mind Want to Know strategy on science learning are the students become more active and full of curiosity in the learning process and they can develop their skills and attitudes. Furthermore, using the strategy, the teachers have more understanding on their students.

scholarly journals Selecting ICT based solutions for quality learning and sustainable practice

2007 ◽  
Vol 23 (2) ◽  
Author(s):  
Maree Gosper ◽  
Karen Woo ◽  
Helen Muir ◽  
Christine Dudley ◽  
Kayo Nakazawa
Keyword(s):  
Teaching And Learning ◽  
Selection Process ◽  
Software Selection ◽  
Language Program ◽  
Curriculum Redesign ◽  
Software Packages ◽  
Student Access ◽  
University Level ◽  
The University ◽  
Quality Learning

<span>This paper reports on a project involving software selection in the context of a curriculum redesign of a university level Japanese language program. The project aimed to improve learning outcomes, increase flexibility in student access, and increase flexibility in approaches to teaching and learning, through the use of a variety of software packages and digital resources. In doing so, an imperative was to ensure the solutions adopted were manageable within the existing organisational arrangements of the Department and the University. The selection process has led to the development of three instruments which form the CICTO Framework for Software Selection.</span>

scholarly journals Communicative Language Teaching in Teaching ESL for University Students

2021 ◽  
Vol 3 (6) ◽  
pp. 49-57
Author(s):  
Le Thi Ngoc Hien
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Classroom Activities ◽  
Advantages And Disadvantages ◽  
The University ◽  
Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.  

Opportunities and Challenges of Emerging Technologies in Higher Education

2012 ◽  
pp. 91-104
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
University Of Botswana ◽  
Increasing Demand ◽  
Pedagogical Innovations ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

scholarly journals 2008 APSA Teaching and Learning Track Summaries—Introduction

2008 ◽  
Vol 41 (03) ◽  
pp. 613
Keyword(s):  
High School Teachers ◽  
Teaching And Learning ◽  
Group Model ◽  
San Jose ◽  
School Teachers ◽  
College And University ◽  
Working Groups ◽  
Pedagogical Innovations ◽  
The University ◽  
Political Science Education

The 2008 Teaching and Learning Conference (TLC) was held on February 22–24, 2008, in San Jose, California. This year marks the fifth annual TLC. The conference uses the Working Group model, permitting in-depth discussion and debate amongst colleagues on research dealing with the scholarship of teaching and learning. In addition to the 12 Working Groups, there were workshops on various topics. This year there were over 300 registrants, including college and university faculty, graduate students, high school teachers, nonprofit representatives, and others. Michael Brintnall and Kimberly Mealy of APSA offered welcoming remarks. APSA President Dianne Pinderhughes, University of Notre Dame, was the 2008 TLC opening speaker. Dr. Luis Fraga, former APSA council member and associate vice provost of the University of Washington, delivered the keynote address “The Responsibilities of Leadership: Political Science Education for the 21st Century.” The closing program featured short presentations from the chair of the Programming Committee, Sherri Wallace, and from each track moderator. It is our hope that the ideas generated and shared at the TLC will help to foster debate, research, and pedagogical innovations within the discipline.

scholarly journals The use of Whatsapp in today’s mobile language teaching and learning

2020 ◽  
Vol 33 ◽  
pp. 03007
Author(s):  
Karen Ferreira-Meyers ◽  
Joana Martins
Keyword(s):  
Distance Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Field Research ◽  
Foreign Languages ◽  
Advantages And Disadvantages ◽  
The University ◽  
The Impact ◽  
Language Teaching And Learning

This paper discusses the advantages and disadvantages of ICTs in the teaching and learning of foreign languages, in particular the use of WhatsApp in the Certificate in Portuguese programme offered by the Institute of Distance Education of the University of Eswatini. Theoretical aspects will be combined with practical examples of what has been happening on the WhatsApp platform since 2013 with learners of Portuguese. The practical part comes from field research undertaken by the tutor as a direct observer of activities and feedback between lecturers, tutors and students. The impact of COVID19 on the use of WhatsApp will also be looked at briefly. In conclusion, it will be noted that WhatsApp is a valuable environment to ensure that teaching and learning continues beyond the classroom and can be an important motivator for lifelong learning.

scholarly journals Innovation in education: what works, what doesn’t, and what to do about it?

2017 ◽  
Vol 10 (1) ◽  
pp. 4-33 ◽  
Author(s):  
Peter Serdyukov
Keyword(s):  
Education System ◽  
Teaching And Learning ◽  
Large Scale ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Time Efficiency ◽  
Educational Innovations ◽  
Content Type ◽  
Technology Applications

Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

Utah Valley University: A Continuing Culture of Transformation

2019 ◽  
Vol 29 (2) ◽  
pp. 145-149 ◽  
Author(s):  
Maureen Snow Andrade
Keyword(s):  
Student Success ◽  
Teaching And Learning ◽  
Background Information ◽  
Engaged Learning ◽  
Carnegie Classification ◽  
Trade School ◽  
History Of ◽  
Pedagogical Innovations ◽  
The University ◽  
Changing Demographics

Utah Valley University is a large, regional, open-admission institution with growing enrollments and changing demographics. It has a history of transformation and change, beginning as a trade school in 1941 and evolving to a university in 2008. This article illustrates how the university has engaged in on-going strategic planning to anticipate and effectively manage threats and opportunities. The article begins with background information and statistics about the university and the Woodbury School of Business, explains how the university has leveraged its elective Carnegie classification as a community engaged institution, and shares examples of transformations in teaching and learning to enable student success. It then illustrates how the university’s Woodbury School of Business has paralleled the directions of the university to build capacity among its faculty for engaged learning and pedagogical innovations. The article ends with a summary of key outcomes and thoughts on the sustainability of transformation.

scholarly journals Framework for Systemic Change in Undergraduate STEM Teaching and Learning

2021 ◽  
Author(s):  
Emily R. Miller ◽  
Tobin L. Smith ◽  
Linda Slakey ◽  
James Fairweather
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Systemic Change ◽  
External Environment ◽  
Change Model ◽  
Educational Innovations ◽  
Sustained Improvement ◽  
Undergraduate Stem Education ◽  
The University ◽  
Stem Teaching

The Framework for Systemic Change in Undergraduate STEM Teaching and Learning provides a change model for improving the quality and effectiveness of STEM teaching and learning at research universities. The Framework recognizes the wider setting in which educational innovations take place — the department, the college, the university and the external environment — and addresses key institutional elements necessary for sustained improvement to undergraduate STEM education.

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