Effect of computer knowledge on teaching methods at a university level. (c1995)

1995 ◽  
Author(s):  
Hatoum Nasser
Keyword(s):  
Teaching Methods ◽  
Computer Knowledge ◽  
University Level

scholarly journals Comparing Teaching Methods of Mathematics at University Level

2019 ◽  
Vol 9 (3) ◽  
pp. 204 ◽  
Author(s):  
Michael Voskoglou
Keyword(s):  
Teaching Methods ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Mathematical Discourse ◽  
Quality Performance ◽  
Grade Point ◽  
Primary And Secondary Education ◽  
Classroom Experiment ◽  
University Level

According to the views of social constructivism, learning takes place when individuals engage socially to talk about and act on shared problems or interests. In recent years, this approach has been very popular for the teaching and learning of mathematics in primary and secondary education. On the contrary, in tertiary education, it seems that most teachers still prefer the traditional way of delivering explicit mathematics instruction, sometimes combined with challenging questions and mathematical discourse with the students to promote conceptual understanding and critical analysis of the mathematical context. The paper at hand presents a classroom experiment comparing those two teaching methods at university level. The outcomes of the experiment were assessed and compared with the help of the Grade Point Average index to evaluate the student quality performance and by using grey numbers to evaluate their mean performance. Further empirical research is needed to obtain definitive results on the effectiveness of those two methods for teaching mathematics at university level.

scholarly journals Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

2022 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Rajae Berkane
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Listening Skills ◽  
Education Professional ◽  
Significant Difference ◽  
Different Types ◽  
Listening Ability ◽  
University Level ◽  
The University

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

scholarly journals Perception of Parents Towards Matriculation Schools in Sivakasi

2018 ◽  
pp. 24-38
Keyword(s):  
Private Schools ◽  
Teaching Methods ◽  
Group Discussion ◽  
Overhead Projector ◽  
Teaching Techniques ◽  
Teaching Aids ◽  
Different Types ◽  
Computer Knowledge ◽  
Economic Profile ◽  
State Board

According to the changes in parents attitude towards the school are following different types of syllabuses, namely, State board, CBSE, Matriculation and Delhi board. They are also following various types of teaching techniques using overhead projector, group discussion charts, models etc., They are more popularly used teaching aids in institution following, matriculation and CBSE syllabus. This helps the students to shine in their subjects. The teaching methods and curriculum are getting more attention in private schools. The parents are preferring matriculation and CBSE syllabi which have more subjects and more practical with computer knowledge. The objectives of the present study is to know the perception of parents towards matriculation schools. It is found that there is no significant association between socio economic profile of the respondents and their level of perception towards matriculation schools.

scholarly journals Perception of Parents Towards Matriculation Schools in Sivakasi

2018 ◽  
Vol 1 (1) ◽  
pp. 24-38
Author(s):  
V. Karthihai Selvi
Keyword(s):  
Private Schools ◽  
Teaching Methods ◽  
Group Discussion ◽  
Overhead Projector ◽  
Teaching Techniques ◽  
Teaching Aids ◽  
Different Types ◽  
Computer Knowledge ◽  
Economic Profile ◽  
State Board

According to the changes in parents attitude towards the school are following different types of syllabuses, namely, State board, CBSE, Matriculation and Delhi board. They are also following various types of teaching techniques using overhead projector, group discussion charts, models etc., They are more popularly used teaching aids  in institution following, matriculation and CBSE syllabus. This helps the students to shine in their subjects. The teaching methods and curriculum are getting more attention in private schools. The parents are preferring matriculation and CBSE syllabi which have more subjects and more practical with computer knowledge. The objectives of the present study is to know the perception of parents towards matriculation schools.  It is found that there is no significant association between socio economic profile of the respondents and their level of perception towards matriculation schools.

scholarly journals Phytopathology teaching teaching during COVID-19: UNA Costa Rica case

2021 ◽  
Vol 39 (4) ◽  
Author(s):  
José Alonso Calvo-Araya
Keyword(s):  
Plant Pathology ◽  
Costa Rica ◽  
Teaching Methods ◽  
University Teaching ◽  
Postgraduate Students ◽  
National University ◽  
University Level ◽  
Virtual Teaching ◽  
Teaching Learning ◽  
Pathology Education

<p>The pandemic caused by SARS-CoV-2 has been a challenge when it comes to teaching at a university level, and particularly when teaching plant pathology. As preventive strategies, lockdown and social distancing have been generalized in all countries. In Costa Rica, universities suspended in-person classes beginning in March 2020, and implemented virtual teaching-learning processes for bachelor’s and postgraduate students. However, every course/professor has designed the virtual teaching strategies and models according to the socio-educational realities of the group. The teaching of plant pathology in Agronomy bases its teaching methods in laboratory practices and commercial productive units. This article presents strategies and regulations implemented by the National University of Costa Rica and applied to university teaching and reflects upon the achievements reached and the challenges in the plant pathology education in its virtual form.</p>

scholarly journals Technological Interventions and their Impact on Students’ Usage of Technology in Higher Education in Pakistan

2021 ◽  
Vol 6 (1) ◽  
pp. 96-108
Author(s):  
Sumera Irum ◽  
Zohra Khatoon ◽  
Sakina Jumani
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Discussion Groups ◽  
Current Status ◽  
The Internet ◽  
Use Of Technology ◽  
Technological Interventions ◽  
Computer Knowledge ◽  
University Level ◽  
The University

This study was focusing on the present state of technology used by the students at the university level. The prime objectives of this research were to access the current status of technological use by students for devices used mostly, software used frequently, and reason to use technology. The participants of the study were 211 students of B. Ed. (Hons)-Elementary 4-year program randomly selected from Teacher Education departments of four public sector universities. The study was quantitative and a close-ended questionnaire was used for data collection. The questionnaire was self-developed with the help of literature. The reliability of the questionnaire was determined through the Cronbach Alpha technique and that was 0.8. The data was analyzed through frequencies and percentages. The main findings of the study were; students rated themselves that they had fair computer knowledge and access to the internet; most of them were using smartphones and laptops, they were frequently using software such as Google, MS. Word, and MS. PowerPoint and the least used software were such as MS. Excel and LMS. They utilized technology for the learning process, entertainment, and communication, but the use of technology for discussion groups like WhatsApp, Facebook, etc was not found. The study recommended that students should be provided with facilities to use technology efficiently. And rewards and incentives for the successful use of technology for learning purposes can motivate them to usetechnology effectively.

scholarly journals SOLUTIONS FOR IMPROVING THE QUALITY OF INTEGRATING SOFT SKILLS INTO TEACHING SPECIALIZED KNOWLEDGE AT TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 60-66
Author(s):  
Nam Thi Phuong Phan ◽  
Dung Thi My Huynh
Keyword(s):  
Teaching Methods ◽  
Soft Skills ◽  
Learning Needs ◽  
Specialized Knowledge ◽  
Group Activities ◽  
College And University ◽  
University Level

This article analyzes essential conditions for integrating soft skills into teaching specialized knowledge. The data was surveyed on 529 college and university level students from  1st to 4th year of five faculties at Tra Vinh University. The results show that there are 401 students (76%) agreing that the number of a soft skills class with 15 to 25 students is appropriate; Besides, in order to organize students’ interest in learning soft skills and  learning effectively, teachers need to combine many methods and means: lectures, projectors, group activities,  pictures, photos, tables (rate of 46%) and organized outdoor classes account for 47%; teaching methods and teaching equipments relatively meet students’ learning needs.

scholarly journals Effectiveness of Modern Teaching Methods; Evidence from Digital Learning Model of Modern Teaching Methods

2016 ◽  
Vol 7 (3) ◽  
pp. 30-37
Author(s):  
Ejaz Gul
Keyword(s):  
Statistical Analysis ◽  
Learning Process ◽  
Teaching Methods ◽  
Qualitative Data ◽  
Computer Assisted ◽  
Digital Learning ◽  
Innovative Methods ◽  
Practice Method ◽  
University Level ◽  
Methods Of Learning

This paper elucidates the efficacy of three selected modern and innovative methods of learning by taking a group of 80 students of economics class at university level. Their opinion regarding three selected modern teaching methods was obtained through a questionnaire and statistical analysis of their opinion was carried out which indicated strong tendency towards mutual practice method as 40 out of 80 students (50%) declared it as very effective method of learning in the practice stage. On the other hand, 30 students (37.5%) opined that controlled practice method is moderately effective and 28 (35%) students opined that team practice method is slightly effective. After this analysis, students were put to practically learn use of econometric software ‘E Views’ through the same three selected methods. The digital model for their learning process was created using Computer Assisted Qualitative Data Assisted Software (CAQDAS). The statistical analysis of students’ opinion and digital analysis of practical learning process indicated that mutual practice is the most effective method of practice. It is because students learn better and fast when they are allowed to use their initiative and judgment. At the end, guidelines for effective teaching have been suggested.

Diverse Models of Distance Teaching Universities

2011 ◽  
pp. 674-680 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Teaching Methods ◽  
Mixed Mode ◽  
Single Mode ◽  
Distance Teaching ◽  
Organizational Models ◽  
Virtual Technology ◽  
University Level ◽  
The University

Universities offering studies through distance teaching methods vary enormously in how they were initiated, the clienteles they aim to serve, how they are funded, and the kinds of programs they offer. Distance teaching at the university level is provided currently through at least five major organizational models: single-mode distance teaching universities, dual- and mixed-mode universities, extensions, consortia-type ventures, and virtual technology-based universities.

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