scholarly journals Transitions to HE: CBL for non-traditional students

2016 ◽  
pp. 39-42
Author(s):  
Robert Ellis ◽  
Tim Gabriel
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Key Stakeholders ◽  
Development Unit ◽  
Science Community ◽  
World Class ◽  
Non Traditional Students ◽  
The University ◽  
Effective Teaching And Learning ◽  
The Impact

The aim of this paper is to describe the development of contextual based learning resources appropriate to Science Foundation students at the University of Huddersfield. In developing new resources the authors consulted with key stakeholders in the science community. A world class glass manufacturer and an industrially focused research and development unit based in the University of Huddersfield provided input into how industry based scenarios could be developed for use in the curriculum. Teachers from one of the country’s leading sixth form colleges provided examples of effective context based learning in an FE environment. This paper charts how an effective teaching and learning strategy has been tailored for use with Science Foundation students. It provides keyexamples of how context based learning (CBL) has been adapted for use with students of mixed abilities and backgrounds. The paper also highlights some of the problems encountered in developing appropriate resources and presents initial findings of the impact on students.

THE NEXUS BETWEEN LOGIC AND GENERAL STUDIES

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
M. S. C. OKOLO ◽  
O. G. F. NWAORGU
Keyword(s):  
Teaching And Learning ◽  
Comparative Method ◽  
Philosophical Analysis ◽  
Tertiary Institution ◽  
Knowledge Based ◽  
Rules And Principles ◽  
General Studies ◽  
The University ◽  
Effective Teaching And Learning ◽  
Fallacious Reasoning

Logic, a branch of philosophy, is essentially concerned with one’s ability to reason well. It provides structured rules and principles that act as guides for effective reasoning. As such the correctness or incorrectness of any kind of reasoning can easily be verified by subjecting them to logical techniques and methods. The paper conceptualises general studies as a set of prescribed courses available in a Nigerian tertiary institution, outside a student’s area of specialisation that must be registered for and passed, usually, in the first and second years of study. The essence is to ensure that students experience balanced, rounded education and to ensure that scholarship is made relevant to the pressing needs of the society. The paper locates the bond between logic and general studies based on the fact that logic permeates all the courses taught as General Studies and, indeed, all the courses taught in the university be it medicine, geography, architecture. In a knowledge-based environment, the need for effective communication is critical and inevitable. This means that both in the delivery of knowledge as well as its acquisition, care should be taken to avoid fallacious reasoning and deception by the slippery nature and use of words. It is for this reason that a rudimentary knowledge of logic is a prerequisite for every discipline. The paper adopts an analytical and comparative method. Philosophical analysis and reflection are applied in order to evaluate and highlight the importance of logic to other disciplines. Its comparative character helps to demonstrate why logic, and no any other discipline, is most suited to act as the foundation for all other disciplines. In all, the paper demonstrates that for effective teaching and learning to take place in other disciplines, logic is essential. It also underscores the strong nexus between logic and general studies. Finally, it shows how logic can help in enriching other disciplines.    

Blending Conventional Methods with Emerging Flight Simulation Technology as Tools for Effective Teaching and Learning Experiences in Aerospace Engineering

2014 ◽  
pp. 21-39
Author(s):  
Noor A. Ahmed
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Flight Simulation ◽  
Aerospace Engineering ◽  
Human Beings ◽  
Wealth Creation ◽  
South Wales ◽  
Conventional Methods ◽  
The University ◽  
Effective Teaching And Learning

Engineering is about wealth creation for the comfort and well-being of human beings. In this context, the process and experiences associated with teaching and learning of engineering concepts are pivotal in sustaining and advancing the progress of modern day civilization. However, the teaching of aerospace engineering is not easy and fraught with difficulties, as the students have to be provided with the opportunity to develop their creative skills while retaining a professional and practical base. It is also important to proactively harness the available and emerging technologies to greater effect in the learning process. At the University of New South Wales in Australia, the authors have approached the teaching and learning in undergraduate aerospace engineering from a non-conventional perspective to prepare students to be creative and become practically oriented for productive employment in the very competitive world of today. They have been experimenting and refining what is generally known as the “advanced project design study concept” used in some aerospace industries and incorporated it as an integral component in aerospace engineering studies. In the process, the authors have blended conventional methods with flight simulation as methods of enquiry and investigation. The feedback, support, and encouragement that they have received from industries, the potential employers of students, have been very positive. This chapter outlines the basic philosophies behind the authors’ approach and the methodologies and technologies used in achieving the desired outcomes.

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

scholarly journals Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation

2019 ◽  
Vol 8 (3) ◽  
pp. 247
Author(s):  
Wan Hu ◽  
Xuquan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Case Study Research ◽  
University Teaching ◽  
Media Industry ◽  
Key Stakeholders ◽  
The University ◽  
Industry Needs

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners’ responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.

The Use of a WhatsApp Record for Communication With Students

2021 ◽  
pp. 310-325
Author(s):  
Leslie Chiuswa ◽  
Alex Sibanda
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
The Other ◽  
Mixed Methodology ◽  
Internet Connectivity ◽  
Qualitative And Quantitative ◽  
Regional Campus ◽  
The University ◽  
The Impact ◽  
Quantitative Approaches

The purpose of this study was to explore the impact of WhatsApp usage in disseminating information to students at the Management, Zimbabwe Open University's Mashonaland West Regional Campus. This study employed a mixed methodology wherein both the qualitative and quantitative approaches were used. Data was collected using questionnaires and interviews. The questionnaires were distributed to students through WhatsApp groups for all faculties. A total of 255 questionnaires were distributed to students through the existing WhatsApp groups. Of the distributed questionnaires, 128 were returned, and of these, 69 were usable for data analysis. The study revealed that the majority of students utilize WhatsApp for communication with the university. The other finding was that WhatsApp communication was characterized by data bundle costs and internet connectivity challenges. The study recommended that there be a WhatsApp policy and widening of the use for teaching and learning.

Navigators and guides: the value of peer assistance in student use of electronic library facilities

VINE ◽  
2004 ◽  
Vol 34 (3) ◽  
pp. 99-106 ◽  
Author(s):  
Karin de Jager
Keyword(s):  
Teaching And Learning ◽  
University Of Southern California ◽  
Electronic Library ◽  
Information Commons ◽  
Knowledge Commons ◽  
The Usa ◽  
University Of Cape Town ◽  
The University ◽  
The Impact ◽  
Student Assistants

States that in 2001 the University of Cape Town (UCT) Libraries opened a new and integrated learning centre based on the “information commons” concept fairly common in the USA today and first encountered at the Leavey Library of the University of Southern California. Discusses the results of a series of interviews with student assistants working in the Knowledge Commons, in an attempt to provide an evaluation of the impact of this resource on teaching and learning at UCT. Concludes that the study has confirmed the importance of most of the unique features of the information commons as discussed in the literature.

Teaching Philosophy Statements

2020 ◽  
Vol 44 (5) ◽  
pp. 577-587 ◽  
Author(s):  
Melinda Laundon ◽  
Abby Cathcart ◽  
Dominique A. Greer
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Promotion And Tenure ◽  
Teaching Awards ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Learning Analysis

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

Evidence-Based Debriefing

2020 ◽  
Vol 39 (1) ◽  
pp. 129-148
Author(s):  
Kate J. Morse ◽  
Mary K. Fey ◽  
Susan Gross Forneris
Keyword(s):  
Nursing Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Experience ◽  
Evidence Based ◽  
Metacognitive Skills ◽  
Outcomes Evaluation ◽  
Simulation Scenario ◽  
Effective Teaching And Learning

Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement in the simulation and to the effectiveness of the debriefing. Debriefing provides educators with the opportunity to explore and develop those metacognitive skills with learners. In this chapter on evidence-based debriefing, the authors will explore the evidence and theories surrounding best practices in SBE, specifically the prebriefing and debriefing components of the learning experience. The chapter explores the theoretical foundation of SBE and theory-based debriefing; educational best practices of prebriefing as an integral part of an effective debriefing; theory-based debriefing models; research evidence of debriefing outcomes; evaluation of the prebriefing and debriefing process; and finally, provides recommendations on the priorities for further research in debriefing. Within this chapter, the term educator is inclusive of undergraduate, graduate, and professional development nurse educators and reflects the educator role in SBE.

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