The Needs Analysis of Faculty members and Students about Faculties' Teaching Competencies for Online Classes in University

2021 ◽  
Vol 11 (4) ◽  
pp. 21-44
Author(s):  
Jungae Kang ◽  
◽  
Sangsoo Lee
Keyword(s):  
Faculty Members ◽  
Needs Analysis ◽  
Online Classes ◽  
Teaching Competencies

scholarly journals Anatomy Teaching and Learning in Malaysia During the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 71-81
Author(s):  
Tg Fatimah Murniwati Tg Muda ◽  
Madihah Rushaidhi ◽  
Ker Woon Choy ◽  
Jagadeesh Dhamodharan ◽  
Norzana Abdul Ghafar ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Public Institutions ◽  
Faculty Members ◽  
Online Classes ◽  
Anatomy Education ◽  
Online Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Hands On ◽  
Anatomy Teaching

The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.

scholarly journals Technological University Faculty ICT Barriers during the Pandemic

2021 ◽  
Author(s):  
Г.Ф. Хасанова ◽  
Ф.Т. Шагеева ◽  
Н.В. Крайсман
Keyword(s):  
Online Communication ◽  
Teaching Experience ◽  
Educational Process ◽  
Faculty Members ◽  
Online Classes ◽  
Faculty Position ◽  
Online Tools ◽  
Online Format ◽  
Technological University ◽  
Scientific Degree

Во время пандемии коронавируса преподаватели столкнулись с необходимостью быстро перевести весь образовательный процесс в онлайн-формат. Университеты испытывали трудности с быстрой организацией и унификацией данного процесса для преподавательского состава. Готовность преподавателей к проведению онлайн-занятий существенно различалась, и в условиях самоизоляции они испытывали трудности в получении технической поддержки или консультаций относительно решения возникающих проблем. Данное исследование было нацелено на выявление ИКТ-барьеров, с которыми преподаватели столкнулись в ходе пандемии. Для решения этой задачи авторами был проведен опрос преподавателей Казанского национального исследовательского технологического университета на основе анкеты, включавшей утверждения относительно трудностей, с которыми преподаватели столкнулись в ходе онлайн-коммуникации с обучающимися с начала пандемии. Отношение к тридцати трем барьерам оценивалось на основе коэффициента углового преобразования Фишера с учетом должности, ученой степени преподавателей, стажа работы, возраста, пола и преподаваемых дисциплин. During the coronavirus pandemic, faculty members were faced with the need to suddenly transfer the entire educational process to an online format. Universities found it difficult to quickly organize and unify this process for their educators. The latter’s readiness to conduct online classes varied, and in conditions of self-isolation it was difficult for them to get technical support or consultations on how to solve emerging problems. The current study aims to identify the ICT barriers that educators faced after the outbreak of the pandemic and their preferences of the various online tools they used during this period. To achieve these objectives, the authors surveyed faculty members at the Kazan National Research Technological University. A questionnaire was developed including statements concerning difficulties faculty members had experienced in their online-communication with learners since the beginning of the pandemic. Attitudes towards thirty-three barriers were evaluated depending on respondents’ faculty position, scientific degree, teaching experience, age, gender, and group of taught disciplines.

scholarly journals Analyzing Writing Needs of MBA Students: A Case Study of IIUI

2019 ◽  
Vol IV (II) ◽  
pp. 329-336
Author(s):  
Lubna Umar ◽  
Umaima Kamran ◽  
Saira Maqbool
Keyword(s):  
Language Proficiency ◽  
Business Communication ◽  
Faculty Members ◽  
Needs Analysis ◽  
Business Organizations ◽  
Analysis Model ◽  
Communication Course ◽  
Mba Students ◽  
Proficiency Level

This research aims to analyze written skills of students enrolled in Business Communication course by conducting a Needs Analysis survey. While focusing on the necessities, lacks and wants of learners, the current language proficiency of students was matched with the target level needed in business organizations. For this purpose, a needs analysis based on the target situation needs analysis model provided by Hutchinson and Waters (1987) was conducted. Two questionnaires were designed to collect data from learners and prospective business employers. Moreover, faculty members were interviewed to get an enriched data. A quantitative data was qualitatively analyzed to reveal that needs analysis is a neglected aspect of curriculum development in Pakistan and that the needs of students are not considered. Moreover, the written skills are being focused, but the current proficiency level of the learners does not match the target situation needs.

Taking Needs into Deeds: Application of Needs Analysis in Undergraduate EAP Course Design

2018 ◽  
Vol 41 (2) ◽  
pp. 182-203
Author(s):  
Jianying Du ◽  
Jie Shi
Keyword(s):  
Course Design ◽  
Faculty Members ◽  
Needs Analysis ◽  
Pedagogical Practice ◽  
Multiple Sources ◽  
Science And Engineering ◽  
Accurate Analysis ◽  
Shape Learning ◽  
Learning Centered ◽  
Learner Needs

AbstractNeeds analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA (comprehensive EAP needs analysis), and illustrates how the framework helps to shape learning-centered EAP pedagogy. The CEAPNA survey covered 452 undergraduates and 83 faculty members from science and engineering departments, and was triangulated with the researchers’ retrospection of seven years of pedagogical practice. Major findings in the study suggest multiple sources as a must in a comprehensive and accurate analysis of EAP learner needs. In the meantime, the specificity of learner needs addresses EAP practitioners’ endeavors to specify these needs in various dimensions, so as to negotiate a satisfactory balance between language, cognition and affect in EAP pedagogy. Due to realistic constraints in specifying and balancing the needs, this paper wishes to oblige with a conceptual interpretation as well as a pedagogical retrospection.

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