scholarly journals Evaluating Higher Education Learners through Portfolio Assessment

10.28945/2359 ◽  
2001 ◽  
Author(s):  
Hanife Akar
Keyword(s):  
Undergraduate Students ◽  
Portfolio Assessment ◽  
Collaborative Work ◽  
Instructional Planning ◽  
Time Data ◽  
Assessment Study ◽  
Unobtrusive Measures ◽  
Field Notes ◽  
Faculty Of Education ◽  
Implementation Data

This paper presents a part of a larger needs assessment study that aimed at designing a course called Instructional Planning and Evaluation (IPE), which is offered at Middle East Technical University, Faculty of Education, Turkey. The purpose of this study was to understand how undergraduate students perceived portfolio assessment (PA) with respect to IPE courses, and how students wanted to work during PA implementation. Data was obtained through a five-point Likert-type scale, interviews, field notes, and unobtrusive measures. Results reveal that students were frustrated in the initial stages of the implementation, and frequently demanded guidance by their lecturer. Although individual work was preferred, collaborative work facilitated preparing the content of portfolios. In course of time, data obtained through participant observations or unobtrusive measures reveal that PA led learners to become selfregulated learners.

Design Process of Three-Dimensional Multi-User Virtual Environments (3D MUVEs) for Teaching Tree Species

2020 ◽  
pp. 117-137
Author(s):  
Gamze Mercan ◽  
Dilek Doğan ◽  
Pınar Köseoğlu ◽  
Hakan Tüzün
Keyword(s):  
Design Process ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Tree Species ◽  
Collaborative Work ◽  
Three Dimensional ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Instructional Design Process ◽  
Faculty Of Education

This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the course. Also, participants were involved in the role of both learner and instructional designer.

scholarly journals Ocean I3. Pedagogical Innovation for Sustainability

2021 ◽  
Vol 11 (8) ◽  
pp. 396
Author(s):  
Itziar Rekalde-Rodríguez ◽  
Julieta Barrenechea ◽  
Yannick Hernandez
Keyword(s):  
Collaborative Work ◽  
Educational Innovation ◽  
Pedagogical Innovation ◽  
The Sustainable Development ◽  
The People ◽  
Master's Thesis ◽  
Innovation Project ◽  
Development Goals ◽  
Field Notes ◽  
Capstone Projects

Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master’s thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time.

scholarly journals Constructing Sociocultural Awareness from the EFL Classroom

2018 ◽  
pp. 149-172
Author(s):  
Nancy Yolanda Bautista Pérez
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Private University ◽  
Local Context ◽  
Action Research Project ◽  
Professional Programs ◽  
Video Recordings ◽  
Sociocultural Awareness ◽  
Field Notes ◽  
English Classroom

This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibagué, Colombia. The study aimed to characterize the development of university students’ sociocultural skills, to analyze their perceptions and to examine the teacher’s procedures and possible implications required to implement the Raising Cultural Consciousness Macrostrategy taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection methods were used: the students’ artifacts, teacher’s field notes, questionnaires, video recordings and a focus group. The findings revealed that these university students became gradually aware of the importance of having the opportunity to develop tasks that allowed them to connect the English classroom with the local and global context. Furthermore, students suggested that this type of pedagogy should be an explicit component of the curricula of their professional programs. A review of the literature also showed that in our local context this kind of sociocultural study with a postmethod orientation is scarce, thus this study intends to bridge this gap in the Colombian ELT field

scholarly journals USO DE LAS TIC COMO RECURSO DIDÁCTICO POR LOS DOCENTES DE LA FACULTAD DE EDUCACIÓN, EL ARTE Y LA COMUNICACIÓN DE LA UNIVERSIDAD NACIONAL DE LOJA

2018 ◽  
Vol 6 (1) ◽  
pp. 115-123
Author(s):  
Sonia Piedad Uquillas Vallejo
Keyword(s):  
Collaborative Work ◽  
Technological Infrastructure ◽  
Faculty Of Education ◽  
Trabajo Colaborativo

Este artículo presenta los principales resultados del estudio que se realizó con el objetivo de generar conocimientos sobre el uso de las TIC como recurso didáctico por parte de los docentes de las carreras de la Facultad de Educación, el Arte y la Comunicación de la Universidad Nacional de Loja en el periodo académico septiembre 2015- febrero 2016. El estudio fue de tipo transversal, descriptivo, mediante un cuestionario dirigido a los docentes. Los resultados indican que el 76% de los docentes utilizan las herramientas TIC de manera habitual para realizar explicaciones, presentaciones, reflexiones, evaluación y trabajo colaborativo; también la mayoría de los docentes propicia que los estudiantes realicen diferentes actividades para su aprendizaje con el apoyo de las TIC; sin embargo, no se aprovecha todo el potencial de estos recursos. Además, la mayoría de los docentes señala que es necesario propiciar su actualización continua en el uso pedagógico de las TIC, así como mejorar la infraestructura tecnológica de la FEAC. ABSTRACT This article shows the main results of the study that was implemented with the objective to generate knowledge about the use of the TICs as a didactic resource by the teachers of the Careers of the Facultad de Educación, el Arte y la Comunicación de la Universidad Nacional de Loja, in the academic period September 2015- February 2016. The type of investigation was transversal, descriptive, through a questionnaire focused on professors. The results show that 76% of the professors use the TICs tools on a regular basis to provide their students with explanations, presentations, meditations, evaluations and collaborative work; also, most of the professors encourage their students to perform different activities for their learning with the support of the TICs; however, all the potential of these resources is not used. Furthermore, the majority of professors point out that it is necessary to encourage their students to continue updating in the pedagogical use of the TICs, as well as to improve the technological infrastructure of the FEAC. (Faculty of Education, Art and Communication).

scholarly journals Gender differences related to parental role of the youths’ moral and emotional intelligence developmentGençlerin ahlak ve duygusal zekâ gelişiminde ebeveyn rolüne yönelik toplumsal cinsiyet farklılıkları

2016 ◽  
Vol 13 (2) ◽  
pp. 2598 ◽  
Author(s):  
Nilüfer Özabacı ◽  
Tansu Mutlu ◽  
Duygu Çavdar ◽  
Eren Can Aybek
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Study Data ◽  
Faculty Of Education ◽  
Intelligence Development ◽  
And Control ◽  
Academic Year

Morality is related to differentiation between ‘good (may be right)’ or ‘bad (may be wrong)’. It usually includes a range of rules that individuals what they should do or should not do in their society. Morality is a kind of specific cognitive concept that involves conscious judgment and making decision on issues related to rightfulness, injustice, right-wrong, good-bad and behave in parallel with these decisions and judgments. Emotional intelligence has a moral dimension as well. Goleman clarifies concept of emotional intelligence, and he underlines emotions’ role on human behaviour and their close relationships. According to Goleman, the emotional intelligence is the ability to identify, assess, and control the emotions of one self, others, and groups. The study group consists of eight undergraduate students were studying at Eskisehir Osmangazi University Faculty of Education in the academic year 2013-2014. Students were selected from 183 university students among their results from Emotional Intelligence Scale (Ergin, Ismen and Ozabacı, 1999) and Determination of Value Test (Rest, 1979) was applied with 183 undergraduate students with the method of standards sampling with the help of the minimum and maximum scores was selected from individuals (Yildirim and Simsek, 2008). The data were collected by a semi-structured interview form that was prepared by the researchers. The development of form was created for the purpose of considering the questions of the study. Data were collected by interview and qualitative data collection techniques. During the interviews, audio recording was used with the data were analysed the collected recordings with the descriptive analysis. After the categorization of data, the Cappa coefficient was calculated for the consistency between categories. The majority of the participants explained themselves as fair, honest, and emotional. ÖzetAhlak, bireyin doğru ile yanlışı ayırt edebilmesini sağlayan ilkeler ve değerler bütünüdür. Ahlak gelişimi toplumun tüm değerlerine kayıtsız şartsız edilgin bir uyma değil, topluma etkin bir uyum sağlamak için değerler sistemi oluşturma süreci olarak tanımlanmaktadır. Duygusal zekâ, kişinin kendisinin ve başkalarının hislerini tanıma, kendisini motive etme, içindeki ve ilişkilerindeki duyguları yönetme yetisidir. Ona göre duygusal zekâ ahlaki boyutun bir parçasıdır. Araştırma, probleme uygun olarak algıların gerçekçi ve bütüncül bir biçimde, derinlemesine ortaya konmasını hedefleyen nitel araştırma modeli ve olgu bilim deseni ile desenlenmiştir. Araştırmaya Eskişehir Osmangazi Üniversitesi Eğitim Fakültesi’nde 2013-2014 öğretim yılında öğrenim gören 8 lisans öğrencisi katılmıştır. Araştırmaya katılan öğrenciler, daha önceden kendilerine Duygusal Zekâ Ölçeği (Ergin, İşmen ve Özabacı, 1999) ve Değerlerin Belirlenmesi Testi (Rest, 1979) uygulanmış olan 183 lisans öğrencisi arasından aykırı durum örneklemesi (Yıldırım ve Şimşek, 2008) yardımıyla en az ve en çok puan alan bireyler arasından seçilmiştir. Veriler nitel veri toplama tekniklerinden görüşme tekniği ile araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Verilerin toplanması aşamasında elde edilen ses kayıtlarının dökümü yapılmış ve dökümler üzerinden betimsel analiz yapılmıştır. Kodlamaların ardından, kodlayıcılar arası tutarlılığın belirlenebilmesi için Kappa katsayısı hesaplanmıştır. Çalışma grubundaki bireylerle yapılan görüşmeler sonucunda bireylerin çoğu kendisini adaletli, dürüst, duygusal olarak tanımladığı bulunmuştur. 

scholarly journals Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

Folios ◽  
2019 ◽  
pp. 127-138
Author(s):  
Sergio Alonso Lopera Medina
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Reading Strategy ◽  
Test Field ◽  
Positive Effects ◽  
Foreign Language Reading ◽  
Negative Effect ◽  
Field Notes ◽  
Dictionary Use

This article reports the effects of the integration of dictionary use and the reading strategy approach in a foreign language reading comprehension course. A case study was used as a research method, and three instruments helped gather data: a reading comprehension test, field notes, and an interview. Fifteen undergraduate students from a public university in Medellin, Colombia, participated in the study. Improvement in reading, metacognitive awareness, and selective use of dictionary were found as part of positive effects. In contrast, tiredness appears to be as the negative effect. Conclusions suggest that both the reading strategy approach and the selective use of dictionary are a good combination to integrate into a foreign language reading course.

Portfolio Assessment in Engineering

2017 ◽  
Vol 6 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Benjamin Taylor ◽  
Lois R. Harris ◽  
Joanne Dargusch
Keyword(s):  
Undergraduate Students ◽  
Professional Practice ◽  
Portfolio Assessment ◽  
Learning Opportunities ◽  
Assessment Practices ◽  
Instructional Resources ◽  
Undergraduate Engineering ◽  
Team Projects ◽  
First Time

Learning professional skills through exposure to real-world contexts demands sophisticated assessment practices. However, complex and often novel genres can be daunting for undergraduate students. This study examined student perspectives as they engaged in Portfolio assessment for the first time within a core undergraduate engineering unit. 42 students were surveyed (27%) with 11 participating in a follow-up telephone interview. Students rated content derived from their contributions to team projects as the most valuable component of their portfolio in terms of demonstrating the unit learning outcomes and developing the skills and dispositions needed in professional practice. The team structure of many learning opportunities encouraged students to collaborate and to draw on each other as instructional resources. The data indicated it is highly worthwhile for instructors to develop static resources that reduce students' need to contact instructors with trivial questions, though lecturer contact was deemed essential and effective for comprehending more complex tasks.

scholarly journals Flipped Higher Education Classroom: An Application in Environmental Education Course in Primary Education

2017 ◽  
Vol 7 (3) ◽  
pp. 93 ◽  
Author(s):  
Ozkan Yilmaz
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Primary Education ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Instructional Materials ◽  
Effective Learning ◽  
Instruction And Learning ◽  
Faculty Of Education ◽  
Study Participants

Usage of technology in educational settings is becoming a standard for 21st century’s learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching.This paper aimed to explore usability of flipped classroom in higher education from the perspective of students’ experience. The study participants are undergraduate students who are enrolled department of primary education in faculty of education. In study used a mixed-method to answer research questions. Students were post tested on usage of flipped classroom model in the frame of instructional materials attitude. And, focus group interview used to get students’ perceptions. One of the more significant findings to emerge from this study is that students’ attitude toward the flipped classroom were positive. The second major finding was that flipped classroom model is effective on: (1) Instruction and learning environment, (2) Individual changes.

The Development of Information Integration System for Oil Production Equipment

2014 ◽  
Vol 644-650 ◽  
pp. 3145-3148
Author(s):  
Mei Tian Wang
Keyword(s):  
Real Time ◽  
Information Integration ◽  
Collaborative Work ◽  
Full Range ◽  
Information Service ◽  
Oil Production ◽  
Production Equipment ◽  
Time Data ◽  
Analysis And Design ◽  
Production Run

Oil production equipment has a large amount of information, data acquisition channels, strong professional characteristics, and the data real-time, reliability and consistency of the demand is higher. For the production department for oil real-time data and collect data source point each production run for unified management, timely and accurate response oil production information, to improve the efficiency of collaborative work between the production departments, it provides a full range of production equipment management information service and aided decision basis. This paper from the aspects of system requirements and system architecture of oil production equipment running information integration platform has carried on the overall analysis and design.

Observation of Communicative Language Teaching (CLT) in a Year 3 Primary School in Johor Bahru

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Hazwani Mohd Muhridza ◽  
Linda A/P V. Prapagara ◽  
Aminabibi Satanihpy@Saidalvi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Communicative Skills ◽  
Language Classroom ◽  
Lesson Development ◽  
Meaningful Context ◽  
Field Notes ◽  
Implementation Data

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

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