scholarly journals El proceso de producción escrita de la tesis de grado en Arquitectura: una vía para transformar a los estudiantes de pregrado en escritores académicos / The production process of the written thesis in architecture: a way to transform undergraduate student

2015 ◽  
Vol 11 (21) ◽  
pp. 31-45
Author(s):  
Orisell Medina Lagrange
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Writing Across The Curriculum ◽  
Action Research Project ◽  
Project Proposal ◽  
Reading And Writing ◽  
Academic Texts ◽  
Academic Center ◽  
The Subject

Resumen Este artículo se deriva del proyecto de investigación-acción realizado durante el Diplomado de Lectura y Escritura a través del Currículo en el Nivel Superior, del Programa de Alfabetización Académica del Centro de Excelencia para la Investigación y Difusión de la Lectura y Escritura de la PUCMM. El objeto de estudio de esta investigación fue el proceso de enseñanza-aprendizaje de la escritura en la asignatura Propuesta de Proyecto de Grado de Arquitectura. Los datos fueron recopilados en el período septiembre-diciembre de 2013, con el propósito de determinar las estrategias que facilitan la mejora de la escritura académica en los estudiantes de último año de Arquitectura. Las conclusiones principales fueron que al conocer el proceso de producción escrita y los elementos del discurso, los estudiantes se sintieron capaces de abordar la escritura de textos académicos, que es posible replicar esta experiencia y que se ha sistematizado la asignatura de Propuesta de Proyecto basada en fundamentos científicos. AbstractThis article is derived from the action research project conducted during the course “Reading and Writing Across the Curriculum in Higher Education” offered by the Literacy Program directed by the Academic Center of Excellence for Research and Dissemination of Reading and Writing in PUCMM. The purpose of this research was to study the teaching and learning of writing on the subject Proposal Project Degree in Architecture. Data were collected during the September December 2013 term, which aimed to identify strategies that facilitate the improvement of academic writing in seniors Architecture students. The main conclusions were that knowing the process of writing and the elements of discourse, the students were able to approach the writing of academic texts, that it is possible to replicate this experience and that the subject Project Proposal has been systematize based on scientific foundations.

scholarly journals The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 975-981
Author(s):  
Fahmy Imaniar ◽  
Lies Amin Lestari ◽  
Ahmad Munir
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Writing Class ◽  
Efl Students ◽  
The Subject ◽  
The One ◽  
Almost All

Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.

scholarly journals La escritura por proceso para mejorar la producción de ensayos expositivos académicos en la asignatura Historia de las Ideas Políticas / Process writing to improve academic expository essays in the subject History of Political Ideas

2015 ◽  
Vol 11 (21) ◽  
pp. 47-53
Author(s):  
Wilson E. Genao
Keyword(s):  
Higher Education ◽  
Writing Across The Curriculum ◽  
Social Practices ◽  
Process Writing ◽  
Expository Writing ◽  
Reading And Writing ◽  
Political Ideas ◽  
History Of ◽  
Cognitive Activities ◽  
The Subject

ResumenEste trabajo consiste en una investigación sobre la implementación del enfoque de la escritura por proceso como un mecanismo posible para mejorar la producción de ensayos expositivos académicos. La investigación se sustenta en la visión de la lectura y la escritura como prácticas sociales donde se ponen en juego distintas actividades cognitivas y que incluye tres procesos básicos que interactúan entre sí: la planificación, la textualización y la revisión. En el artículo se desarrolla el proceso llevado a cabo en el marco del Diplomado en Lectura y Escritura a través del Currículo en el Nivel Superior, para la implementación de las estrategias que posibilitaron impactar favorablemente en el desempeño académico de los participantes en la asignatura de Historia de las Ideas Políticas.AbstractThis thesis is an investigation into the implementation of the process writing approach as a way to improve the production of academic expository writing. The research was based on the view of reading and writing as social practices in which come into play different cognitive activities and that it includes three basic processes that interact with each other: planning, textualization and review. In this article the process undertaken in the course “Reading and Writing Across the Curriculum in Higher Education”, to implement strategies that enabled a favorable impact on the academic performance of participants in the subject of History of Political Ideas.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

scholarly journals Setting Up and Implementation of the Parallel Computing Cluster in Higher Education

2019 ◽  
Vol 14 (06) ◽  
pp. 4 ◽  
Author(s):  
Meruert Serik ◽  
Nursaule Karelkhan ◽  
Jaroslav Kultan ◽  
Zhandos Zulpykhar
Keyword(s):  
Higher Education ◽  
Parallel Computing ◽  
Comparative Analysis ◽  
Teaching And Learning ◽  
Information Sources ◽  
Matrix Multiplication ◽  
The Subject ◽  
The Creation ◽  
Computing Cluster

In this article, we describe in detail the setting up and implementation of the parallel computing cluster for education in the Matlab environment and how we solved the problems arising on this way. We also describe the comparative analysis of parallel computing cluster by the example of matrix multiplication by a vector with large dimensions. First calculations were performed on one computer, and then on a parallel computing cluster. In the experiment, we proved the effectiveness of parallel computing and the necessity of the setting up of the parallel computing cluster. We hope that the creation of a parallel computing cluster for education will help in teaching the subject of parallel computing at higher schools that do not have sufficient hardware resources. This paper presents unique setting up and implementation of the parallel computing cluster for teaching and learning of the parallel computing course and a wide variety of information sources from which instructors can choose.

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

scholarly journals Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process

2018 ◽  
Vol 6 (2) ◽  
pp. 120
Author(s):  
Carlos Miguel Ferreira ◽  
Ana Isabel Santos ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Focus Attention ◽  
Timely Manner ◽  
Quality Class ◽  
Pedagogical Quality ◽  
Teachers And Students ◽  
The Subject ◽  
The One

The use of electronic slide presentations (ESP), usually through PowerPoint or Prezi software, has become widespread in higher education and is part of the expectations and perceptions of both teachers and students of how a successful and quality class should be. Is this dissemination of ESP use justified by the pedagogical quality fostered in learning? While its use can help focus attention on the content of the subject during classes, there are also limitations in this process, both in the dimension of teaching, by the teacher, and in the dimension of learning, by the student. This paper seeks to provide a contribution to the debate on this topic, and the advantages and limitations in using ESP. It is concluded that there is a need, on the one hand, to define the use of ESP, by assaying their application, as well as, on the other hand, to simultaneously develop other pedagogical ways of teaching, whose articulation can make the student’s role more active and pertinent, and enable the feedback to the student on the part of the teacher, so that it may be possible to regulate the teaching and learning process in a timely manner.

Is Anyone There? Being ‘Present' in Distance Education

2010 ◽  
pp. 194-208 ◽  
Author(s):  
Andrea Reupert ◽  
Darryl Maybery
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Technical Aspects ◽  
Use Of Technology ◽  
The Subject

Research on higher education distance education tends to focus on the technical aspects of distance teaching, with little focus on the personal components of teaching and learning. In this chapter, students are interviewed to identify whether they want a personal presence from their lecturers and if so, what this presence might look like in distance education. Conversely, lecturers are interviewed to determine what they personally bring of themselves when teaching in distance mode. Results indicate that many, but not all, distance students want their lecturers to be passionate about their subject, form relationships and be open and available. However, there were some students, albeit a minority, who wanted to focus solely on the subject. Other students were clear that even though they valued lecturers’ personal revelations, these needed to be directly related to subject materials. Similarly, distance lecturers suggest that while they do reveal aspects of their personality there are also boundaries as to how much they ‘give’ of themselves. A case study is presented that extends this discussion and provides one approach, through the use of technology, for taking the ‘distance’ out of distance teaching.

E-Learning Methodologies in Higher Education

2011 ◽  
pp. 175-186
Author(s):  
Alicia Mateos Ronco ◽  
Mar Marín Sánchez
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Statistical Treatment ◽  
Problem Based Learning ◽  
Business Administration ◽  
Learning Processes ◽  
European Higher Education Area ◽  
E Learning ◽  
The Subject ◽  
European Higher Education

The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes. This chapter describes the authors’ experience in designing E-learning methodologies for the teaching of accountancy in the Business Administration Degree Course at the Polytechnic University of Valencia. The chapter’s methodology designed for teaching accounting, is based on PBL (Problem Based Learning), compiled with Internet based technologies. The authors analyze its use and evolution in two accounting subjects in the first and the fourth year of the degree. The conclusions obtained from the statistical treatment of the results show that there is a direct correlation between the use of an active E-learning model and obtaining satisfactory exam results in the subject.

scholarly journals The effectiveness of using scoring rubrics in academic writing to English-majored students

2020 ◽  
Vol 4 (4) ◽  
pp. 76-82
Author(s):  
Linh Hong Trinh
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
International Studies ◽  
Action Research Project ◽  
Writing Class ◽  
Scoring Rubrics ◽  
National University ◽  
Effective Use

English academic writing competences play such an integral part in students’ academic life. Nevertheless, students often deliver poor performances in academic writing class at university or have a great deal of difficulties in writing a composition. The paper presents the results from an action research project on the effectiveness of using scoring rubrics in teaching academic writing to English-majored freshmen in University of Languages and International Studies, Vietnam National University. 150 students coming from 6 different classes, all majoring in English language teaching or English language interpretation participated in this study. The article shows that after a semester using rubrics, the academic writing skills of students improved significantly with the increase in their grades also the decrease in the number of mistakes that they made during the writing process. However, there are still some certain hindrances to the use of rubrics in teaching and learning academic writing. Several recommendations are made concerning the effective use of scoring rubrics in academic writing class.

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