scholarly journals Elements that Contribute to the Efficiency of Communication Between Teacher and Student

2021 ◽  
Vol 22 (1) ◽  
pp. 258-269
Author(s):  
Marinela Rusu
Keyword(s):  
Verbal Communication ◽  
Educational Process ◽  
Cultural Economic ◽  
Stringent Requirement ◽  
Teacher Student ◽  
Essential Components ◽  
Communication Competencies ◽  
Tone Of Voice ◽  
Teaching Learning ◽  
Main Ideas

Abstract Communication skills are one of the most important educational elements today. Current education has already included communication competencies as independent objectives in the education of young generations. Communication is a multidisciplinary existential basis and that is why its understanding is not easy, and must be approached scientifically, conceptually and structurally. This paper aims to emphasize the importance of communication in the teaching-learning process and its direct correlation with school success but also with success in life. Teachers need communication more than anyone. Their verbal communication occupies 70% of a class lesson (Haslett, 1987). The appeal to the elements of emotional intelligence, to the motivation / interests of the students, becomes a necessity and at the same time they are constituted as factors that can improve and make efficient the didactic communication. In this paper we will analyze the main functions of teacher-student communication (guidance, information and thought challenge). There are described other elements that can also contribute to better communication in the classroom: active presentation of topics, providing summaries, resumption of main ideas, clarity of presentation (sentence logic, examples and explanations), assessment of comprehension deficiencies and their correction, frequently asked questions. All these aspects have proved, through the studies carried out, that they are positively correlated with the students’ results. The verbal communication of the educator is always accompanied by the elements of non-verbal communication that have an important role in achieving an effective instructive-educational process. In this regard, we can mention a few essential components: posture, gestures, facial expressions, style of dressing, tone of voice, all of which can incite or divert the listener’s attention. Another important element in effectiveness of the didactic communication is the knowledge of the cultural, economic and social environment from which the students come, their specific characteristics. The interaction will be more plausible, accessible to the student, when well known, culturally familiar aspects are inserted in the complex process of teacher-student communication. The integration of cultural diversity in didactic communication has become a stringent requirement of modern education.

scholarly journals Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kingsley Okoye ◽  
Arturo Arrona-Palacios ◽  
Claudia Camacho-Zuñiga ◽  
Nisrine Hammout ◽  
Emilia Luttmann Nakamura ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Positive Impact ◽  
Emotional Valence ◽  
Educational Process ◽  
Educational Models ◽  
Process Innovations ◽  
Educational Domain ◽  
Teacher Student ◽  
Evaluation Of Teaching ◽  
Teaching Learning

AbstractToday, modern educational models are concerned with the development of the teacher-student experience and the potential opportunities it presents. User-centric analyses are useful both in terms of the socio-technical perspective on data usage within the educational domain and the positive impact that data-driven methods have. Moreover, the use of information and communication technologies (ICT) in education and process innovation has emerged due to the strategic perspectives and the process monitoring that have shown to be missing within the traditional education curricula. This study shows that there is an unprecedented increase in the amount of text-based data in different activities within the educational processes, which can be leveraged to provide useful strategic intelligence and improvement insights. Educators can apply the resultant methods and technologies, process innovations, and contextual-based information for ample support and monitoring of the teaching-learning processes and decision making. To this effect, this paper proposes an Educational Process and Data Mining (EPDM) model that leverages the perspectives or opinions of the students to provide useful information that can be used to enhance the end-to-end processes within the educational domain. Theoretically, this study applies the model to determine how the students evaluate their teachers by considering the gender of the teachers. We analyzed the underlying patterns and determined the emotional valence of the students based on their comments in the Students Evaluation of Teaching (SET). Thus, this work implements the proposed EPDM model using SET comments captured in a setting of higher education.

scholarly journals The Role of Vocational Education in the Development of The Viticulture and Oenology Sector of Georgia

Economics ◽  
2021 ◽  
Vol 104 (6-9) ◽  
pp. 102-115
Author(s):  
Natia Gorgadze Natia Gorgadze
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Education Institution ◽  
The State ◽  
Educational Process ◽  
Education Programs ◽  
Cultural Economic ◽  
Wine Production ◽  
Good Opportunity ◽  
Essential Components

Today, the viticulture and oenology sector in Georgia has a fair potential for development. According to the statistical data, the income from the wine production is growing year by year for the country. Maintaining the growing potential of productivity in the viticulture and oenology sector is linked to the stable quality of grape and wine. The skilled workforce represents one of the essential components for ensuring production of high-quality products. Vocational trainings can provide both, the prospective and existing employees of the viticulture and oenology sector with the possibility to develop necessary skills. Moreover, each country has its own unique cultural, economic and social aspects that have to be taken into consideration in the process of assessing and reforming the country's educational potential. Numerous countries rely on the "mixed systems" that combine different types of work-based learning, including school-based vocational education and dual vocational education programs. However, in view of international best practice, dual programs are considered to be the best mode of instruction for vocational programs in the direction of viticulture and oenology. Introduction of work-based learning with the so called dual vocational education programs by the state in recent years, can be considered as a step forward in this direction. Also, the state offers short-term vocational education programs within the framework of close cooperation with the private sector. The viticulture and oenology sector is the first, together with the tourism sector, to be recognized as a priority by the state, therefore the training of students with dual vocational education programs has been piloted. In summary, for a vocational student, dual vocational education programs involve pursuing studies at a vocational education institution, where a student takes a theoretical course on a future profession, as well as a practical course necessary for acquiring practical and technical skills for the profession. This form of teaching provides more opportunities for deepening the public-private partnerships in education. On the one hand, it helps to reduce budgetary expenditures of the state and, on the other hand, allows the system to receive additional financial as well as intangible benefits. The interest of the private sector to participate in the educational process is multifaceted. However, one of the main reasons for the interest is possibility to hire experienced workforce in the future. Increasing the private sector involvement and delegating responsibilities to the private sector by the state represents a good opportunity to train/retrain qualified staff. This factor can be considered as a prerequisite for matching workforce demand and supply on the labor market. Training of highly qualified staff guarantees reduction of unemployment and poverty and ensures sustainable economic development of the country. Keywords: vocational education, dual vocational education programs, work-based learning, viticulture and oenology sector.

scholarly journals Issues and Challenges in the Process of Assessment

2015 ◽  
Vol 5 (1) ◽  
pp. 106
Author(s):  
Teuta Agaj
Keyword(s):  
Skill Acquisition ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Educational Process ◽  
Continuous Assessment ◽  
Teacher Student ◽  
Broad Concept ◽  
Teaching Learning ◽  
Insight Into

Assessment is a broad concept which means it is part of the whole educational process of teaching and learning. The variety of methods that teachers use to evaluate and measure the student’s learning progress and skill acquisition are referred by the term assessment. Assessment shapes how teachers teach and how students learn. The assessment of student’s achievements is a pedagogical dialogue between teacher-student for the quality of teaching, learning and knowledge.Assessment especially continuous assessment is a very important tool that teachers should use in the classroom because by using it a wealth of information to guide classroom practice and to manage learning and learners can be provided. Assessment tells us the truth about an education system, then about the qualities of students and their work.It has an important role in education and it is necessary to help students learn, to help students become knowledgeable, to help students gain insight into their learning and understanding, to teach effectively etc.Since making assessment an integral part of daily instruction is a challenge, this paper examines the process of assessing student’s knowledge, types of assessment and the assessment of L2 writing. It also focuses on the issues and challenges in the process of assessment.

scholarly journals El currículo educativo en el contexto de la globalización cultural actual

2017 ◽  
Author(s):  
Deyanira Cubillo Ramírez ◽  
Ivannia Ramos Cordero
Keyword(s):  
Political Development ◽  
Core Curriculum ◽  
Past History ◽  
Educational Process ◽  
Social Needs ◽  
Late Nineteenth Century ◽  
Educational Systems ◽  
Cultural Economic ◽  
The Difference ◽  
Teaching Learning

Este ensayo señala cuáles tienen que ser los perfiles curriculares más generales en el contexto de la denominada globalización cultural actual. Demuestra que todo currículo es una selección cultural y, por tanto, pone de manifiesto la relación entre el desarrollo político, socioeconómico y la educación. Con este propósito, se hace un análisis rápido de algunos de los perfiles principales de ciertos currículos para demostrar cómo estos han estado supeditados a las situaciones particulares que han debido enfrentar en unas y otras sociedades. Se concluye que, desde los inicios de la educación, cuando se empezó a gestar la estructura de los elementos de qué, cómo, a quién y cuándo enseñar, entre otros, ya se tomaban en cuenta las principales características que el currículo formal, el real y el oculto contienen hoy en día. En otras palabras, desde finales del siglo XIX y los inicios del siglo XX, se han discutido y documentado estructuras curriculares fundamentales para el logro de un proceso de enseñanzaaprendizaje satisfactorio en una cultura determinada. Estos elementos del currículo se siguen incorporando para cumplir con la tarea de educar; la diferencia radica en que todos los involucrados en el proceso educativo formal deben necesariamente de satisfacer las necesidades sociales, culturales, económicas, psicológicas, intelectuales, espirituales y tecnológicas que estas nuevas generaciones demandan. This essay points out which must be the broadest curriculum profiles in the context of the current cultural globalization. It also states that every curriculum is a cultural selection and thus, it highlights the relationship between economic socio- political development, and education. In this way, this essay reviews some of the major basis of certain curricula of the past history and achievements. The main purpose is also to show how these elements have been subject to the articulated situations they have faced in some other societies. It was concluded that since the beginning of education when the structure of the elements: what, how, who and when to teach, among others, started to take shape. After all these changes, the educational systems in different cultures started to take into consideration what we know today as formal, informal, and hidden curricula. Therefore, since the late nineteenth century and early twentieth century, it has been discussed and documented core curriculum frameworks for one main objective, to have success in the teaching-learning process of any particular culture. Up to the present time, these elements are clearly developed and included into the curriculum to meet the task of teaching; the difference is that everyone who is implicated in the formal educational process must necessarily satisfy the cultural, economic, psychological, intellectual, spiritual and social needs that the new generations demand.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

Quantitative Analysis of Classroom Communication Environments for Learners With Deafblindness

2021 ◽  
pp. 002246692110413
Author(s):  
L. Beth Brady
Keyword(s):  
Visual Communication ◽  
Verbal Communication ◽  
Sensory Loss ◽  
Classroom Communication ◽  
Teacher Student ◽  
Behavioral Coding ◽  
Teacher Surveys ◽  
Communication Environments ◽  
Dual Sensory Loss ◽  
Matrix Assessment

Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual communication forms (i.e., multimodal) in addition to verbal communication is needed. Data were collected from 15 teacher–student dyads from four states through behavioral coding of videotaped language samples, teacher surveys, and the Communication Matrix assessment. Overall, teachers used verbal communication significantly more than additional classroom staff. Teachers in a state that required a severe/profound certification had significantly higher rates of overall communication, visual communication, and had students with higher communication levels.

Communication Improvement within the Education Process and Emotional Intelligence Development

2015 ◽  
Vol 3 (5) ◽  
pp. 163-175
Author(s):  
Adrian Sonea ◽  
Ovidiu Niculae Bordean ◽  
Eugenia Câmpeanu Sonea
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Educational Process ◽  
Communication Process ◽  
Current Phase ◽  
North West ◽  
Teacher Student ◽  
Education Process

Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.

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 Psychological Features of Pedagogical Interaction in the “Teacher-Student” System

2021 ◽  
Vol 7 (3) ◽  
pp. 78-86
Author(s):  
Olga O. Hreilikh ◽  
Natalia O. Vydolob
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Qualitative Assessment ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
Higher Educational ◽  
Psychological Features

The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group

scholarly journals Aproximación a las Discapacidades Específicas de Aprendizaje en la competencia Matemática en el contexto educativo colombiano

2016 ◽  
Vol 7 (1) ◽  
pp. 121
Author(s):  
Rafael Enrique Rojas-Ferreira
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Quality Care ◽  
Historical Review ◽  
Educational Process ◽  
Education Policies ◽  
Pedagogical Tools ◽  
Mathematical Competence ◽  
Teaching Learning ◽  
Specific Learning

ResumenEl artículo tiene como objetivo ofrecer una revisión crítica de la literatura sobre el estado de la cuestión relativa a las discapacidades de aprendizaje en Matemática en el contexto educativo colombiano. Para ello, se realizó un recorrido histórico breve de los constructos “discapacidad”, “competencia matemática” y “discapacidad de aprendizaje”. Se planteó un análisis de los conceptos, causas, características, evaluación e intervención relacionadas con las discapacidades específicas de aprendizaje en la competencia Matemática. Los diferentes informes del sistema educativo en Colombia, las pruebas nacionales e internacionales reflejan un alarmante porcentaje de estudiantes con discapacidades de aprendizaje en el conocimiento Matemático y evidencian la necesidad de establecer una detección temprana, ya que esta se origina a partir de la primera infancia en el proceso de enseñanza-aprendizaje y se mantienen a lo largo del proceso educativo sino hay intervención oportuna por parte del profesorado, mediante un diagnóstico, seguimiento y evaluación permanente con criterios que orienten la corrección de las dificultades mediante aprendizajes que desarrollen la creatividad, las competencias, la organización y adaptación de contenidos junto a la evaluación autentica y los resultados de aprendizaje como herramientas pedagógicas, entre otras, que permiten establecer a los docentes las medidas curriculares y organizativas necesarias para atender las necesidades educativas que presenta el alumnado con DEAM, acordes al nivel y ritmos de su aprendizaje. Se enfatiza la necesidad del reconocimiento, concreción y desarrollo de la categoría de discapacidad de aprendizaje a nivel legislativo y en las políticas educativas públicas en Colombia para una atención de calidad por parte de las administraciones educativas y otros entes, mediante una sólida fundamentación teórico y empírico proporcionada a nivel científico, y con activa participación por parte de los educadores como investigadores en el aula.Palabras clave: Competencia matemática, Discapacidad, discapacidad de aprendizaje, discapacidad específica de aprendizaje en matemática, trastorno específico del aprendizaje Abstract The article aims to provide a critical review of the literature on the state of the art about learning disabilities in Mathematics in the Colombian educational context. To do this, a brief historical review of the constructs “disability”, “mathematical competence” and “learning disability” were carried out. An analysis of the concepts, causes, characteristics, evaluation and intervention related to the specific learning disabilities in the Mathematics competence was proposed. The different reports of the educational system in Colombia, national and international tests reflect an alarming percentage of students with learning disabilities in Mathematical knowledge and evidence the need to establish an early detection, since this originates from early childhood in the teaching-learning process and are maintained throughout the educational process if no prompt intervention is provided by teachers, through a diagnosis, monitoring and permanent evaluation, using criteria in order to correct the difficulties through learning that develop creativity, skills , the organization and adaptation of contents along with authentic assessment and learning results as pedagogical tools, among others, allowing to take curricular actions needed to attend the educational necessities of students with DEAM, according to the level and rhythms of student learning. The necessity for the recognition, concretion and development of the category of learning disability at the legislative level and in the public education policies in Colombia for a quality care by educational administrations and other entities is emphasized, through a solid theoretical and empirical foundation provided at a scientific level, and with active participation of educators as researchers in the classroom. Keywords: Disability, mathematical competence, learning disability, specific learning disability in math, specific learning disorder

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