ON SOME FORMS OF IMPLEMENTATION OF NEW MODERN TRENDS IN HIGHER EDUCATION PROCESS (ON THE EXAMPLE OF STUDYING THE COURSE "BILINGUAL LEXICOGRAPHY" BY CHINESE STUDENTS)

PowerPoint appeared over 35 years ago and has taken a firm place in education. The massive use of the program began in the mid-90s. The program has gone from an interesting technological novelty to an irreplaceable element of a modern lecture. Such a rapid introduction into ed-ucation took place without extensive empirical studies of a positive impact of this program, the initial scope of which was the marketing environment, on the education process. The article in-dicates that PowerPoint already in the late 1990s was subjected to certain criticism, the initial reasons for which were its technological imperfection, problems of its technical application. Over the decades, the program has undergone a number of modernizations, which, together with the development of demonstration technologies, has brought it today to a qualitatively new level. However, even today PowerPoint continues to raise questions from researchers. A sepa-rate problem was the question of the expediency of such massive use of the program, which today seeks to fill 100% of the classroom time. Most of the guides for using the program do not take into account the specifics of the use of slides and are aimed at the implementation of design rather than pedagogical tasks. The problem of stimulating audience activity at lectures using this program has not been solved yet.

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Chinese and Vietnamese international students in Australia

International Journal of Educational Management ◽

10.1108/ijem-08-2016-0180 ◽

2018 ◽

Vol 32 (7) ◽

pp. 1278-1292 ◽

Cited By ~ 1

Author(s):

Huong Le ◽

Jade McKay

Keyword(s):

Higher Education ◽

International Students ◽

Chinese Students ◽

Teaching Quality ◽

Support Staff ◽

Content Type ◽

Actual Experience ◽

The Voice ◽

Practical Implications ◽

Insight Into

Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.

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METHODS OF FORMING MATHEMATICAL MOBILITY OF FUTURE ENGINEERS IN HIGHER MATHEMATICS CLASSES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol1.6250 ◽

2021 ◽

Vol 1 ◽

pp. 270-281

Author(s):

Irina Khomyuk ◽

Svetlana Kyrylashchuk ◽

Victor Khomyuk ◽

Zlata Bondarenkо ◽

Iryna Klieopa

Keyword(s):

Higher Education ◽

Readiness To Change ◽

Modern Society ◽

Educational Activity ◽

Interactive Methods ◽

Professional Activity ◽

Professional Mobility ◽

Education Today ◽

High Level ◽

Education Process

Continuous education today is a major feature of modern society. In order to ensure the competitiveness of future professionals who obtain higher education within the walls of the Institutions of Higher Education, the education process should be aimed at ensuring a high level of professional knowledge as well as the formation of graduates' adaptability to changeable modern production. Since for a future engineer knowledge of higher mathematics is the basis for solving complex problems of a production nature, it can be argued that they are part of professional mobility. The implementation of technologies for the formation of professional mobility in higher mathematics has made it possible to note that the readiness to change activities can be considered not only in the context of changing professional activity, but also in the process of students’ educational activity. And this, in turn, made it possible to determine the «mathematical mobility». The purpose of the article is to theoretically substantiate and practically test the methods of forming mathematical mobility of future engineers in higher mathematics classes. The experiment used competency-oriented tasks, test tasks in higher mathematics, built on the basis of Bloom's taxonomy, developed interactive methods for conducting practical classes in the process of studying higher mathematics. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future engineers.

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Challenges of collaborative education and academic learning in engineering higher education

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss8.2504 ◽

2020 ◽

Vol 8 (8) ◽

pp. 192-202

Author(s):

Marcelo de Jesus Rodrigues da Nóbrega ◽

Patrícia Guedes Pimentel ◽

Flavio Maldonado Bentes

Keyword(s):

Higher Education ◽

Professional Training ◽

Collaborative Teaching ◽

Academic Learning ◽

Professional Relationship ◽

Education Professionals ◽

Higher Education Professionals ◽

Collaborative Education ◽

Everyday Problems ◽

Education Process

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

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Crossing borders . . . shifting sands: An investigation of Chinese students’ study experiences in the UK and China

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2019.9.3.2 ◽

2019 ◽

Vol 9 (3) ◽

pp. 451-472

Author(s):

Kashmir Kaur

Keyword(s):

Higher Education ◽

Student Mobility ◽

Chinese Students ◽

Focus Group Interviews ◽

Different Types ◽

English Medium Instruction ◽

English Speaking ◽

Group Interviews ◽

The Uk ◽

Learning Issues

In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and beyond. The aim of this paper is to outline the results of an empirical investigation into Chinese students’ perceptions of their study experiences in the context of student mobility and English-medium instruction in higher education. It reports on a study of two groups of Chinese students – one group studying in an English-speaking environment, the other in their home country where instruction is delivered through the medium of English. Semi-structured focus group interviews were conducted at each site which focused on the transition of “crossing borders” for educational purposes. The data was analysed using thematic analysis (Clarke & Braun, 2016). The main finding was that both groups experienced remarkably similar learning issues, despite being located in very different learning environments and crossing different types of borders.

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