Factors affecting teaching and learning of Mathematics in the undergraduate mathematics students. A case study at the University of Education, Winneba

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

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Shared strategic reflection process by a higher education institution: A case study

Management in Education ◽

10.1177/08920206211030984 ◽

2021 ◽

pp. 089202062110309

Author(s):

María García-Feijoo ◽

Leire Alcaniz ◽

Almudena Eizaguirre

Keyword(s):

Teaching And Learning ◽

Business Schools ◽

Education Institution ◽

Theory U ◽

Case Study Methodology ◽

Process Implementation ◽

Planning Models ◽

Challenging Environment ◽

The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

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Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

Practical Applications and Experiences in K-20 Blended Learning Environments - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4912-5.ch023 ◽

2014 ◽

pp. 341-368

Author(s):

Asako Yoshida

Keyword(s):

Blended Learning ◽

Undergraduate Students ◽

Exploratory Study ◽

Teaching And Learning ◽

Learning Support ◽

Learning Practices ◽

University Of Manitoba ◽

Main Barrier ◽

The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

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

International Journal of Higher Education ◽

10.5430/ijhe.v8n3p247 ◽

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.

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Factors Affecting University Students' Use of Moodle

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2017010102 ◽

2017 ◽

Vol 13 (1) ◽

pp. 14-26 ◽

Cited By ~ 12

Author(s):

Daniel Danso Essel ◽

Osafo Apeanti Wilson

Keyword(s):

Technology Acceptance ◽

Technology Acceptance Model ◽

Teaching And Learning ◽

Ease Of Use ◽

Perceived Usefulness ◽

Management Systems ◽

Perceived Ease Of Use ◽

Factors Affecting ◽

Acceptance Model ◽

The University

Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.

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Strengthening Research Capacity:An Action Plan for the University of Saskatchewan Extension Division

Canadian Journal of University Continuing Education ◽

10.21225/d50304 ◽

2013 ◽

Vol 28 (2) ◽

Author(s):

Scott McLean

Keyword(s):

Teaching And Learning ◽

Action Plan ◽

Research Capacity ◽

The Body ◽

University Continuing Education ◽

Research Climate ◽

Productive Research ◽

Faculty Renewal ◽

The University

This article presents a case study of how the University of Saskatchewan Extension Division developed an action plan to strengthen its research capacity. Its Action Plan outlines 20 actions, organized into five strategic categories: cultivating a productive research climate; promoting faculty development and faculty renewal; engaging in graduate-level teaching and learning; developing research infrastructure and supportive administrative processes; and encouraging and celebrating research excellence. The body of the article contains an abridged version of the Action Plan, with details such as timelines and lines of responsibility removed. Although written for the University of Saskatchewan Extension Division, this plan is pertinent to many university continuing education units across Canada.

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E-learning and information literacy at the University of Jos

Library Management ◽

10.1108/lm-07-2013-0062 ◽

2014 ◽

Vol 35 (8/9) ◽

pp. 607-628 ◽

Cited By ~ 1

Author(s):

Vicki Lawal ◽

Stephen Akintunde

Keyword(s):

Information Literacy ◽

Teaching And Learning ◽

Case Study Research ◽

Content Type ◽

E Learning ◽

Learning Platforms ◽

Information Skills ◽

The University

Purpose – The purpose of this paper is to examine the potential role of information literacy (IL) within the changing context of the e-learning environment at the University of Jos in recent years. It focuses and emphasises the role of the University library in facilitating teaching and learning through the use of e-learning platforms in teaching information retrieval skills. The paper aims to identify gaps in students’ information skills that could be addressed through IL instruction. Design/methodology/approach – The study employed a case study research design while the methodology involved the administration of structured questionnaires to the two groups of respondents. Findings – Findings from the study provide useful insights to the skills challenges experienced by students and point to a need for effective collaboration between the library, faculty and management in order to promote a better approach to learning at the institution. Originality/value – By emphasising the role of the library, the paper contributes to previous studies on e-learning at the University and provides a basis for further research in this regard.

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Adapting Education for School Librarianship

IASL Annual Conference Proceedings ◽

10.29173/iasl7537 ◽

2021 ◽

Author(s):

James Henri ◽

Sandra Lee ◽

Sue Trinidad ◽

Alvin Kwan ◽

Ming Lai

Keyword(s):

Hong Kong ◽

Teaching And Learning ◽

Full Time ◽

Factors Affecting ◽

Repeated Calls ◽

Bachelor Of Education ◽

Part Time ◽

School Librarianship ◽

Teacher Librarians ◽

The University

Over the past few years repeated calls have been made by teacher librarian educators for evidence based practice by teacher librarians. This study is an attempt to provide evidence for the adoption of innovative practice in a post-service, part time Bachelor of Education program. Part time tertiary students undertaking studies in education at the University of Hong Kong are often heard to voice the opinion that the demands of university study are excessive. While it is generally accepted that the Hong Kong lifestyle is hectic, that teachers have a heavy schedule, and that travel to and from the university campus is time-consuming, little useful data exists to allow university professors to better understand the plight of the students or to provide evidence from which action could be taken to better tailor courses to the needs of students. Likewise many assumptions are made about tertiary student motivation but these assumptions are probably not grounded in any research findings. This exploratory study was undertaken to determine the factors affecting the full-time teacher’s progress in their tertiary part-time study in school librarianship. The findings will better enable instructors to tailor teaching and learning to meet the needs of the part-time participant. Findings will also be informative for other part-time undergraduate programs.

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INTÉGRATION DES TIC DANS LA DIDACTIQUE DU FLE À L’UNIVERSITÉ KENYATTA

Chemchemi International Journal of Humanities and Social Sciences ◽

10.33886/cijhs.v10i2.4 ◽

2018 ◽

Vol 10 (2) ◽

Author(s):

Dismas Nkezabera

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

New Technologies ◽

Foreign Languages ◽

University System ◽

Postgraduate Students ◽

Learning Scenarios ◽

The University ◽

Actual Teaching

ICT oﬀers new teaching and/or learning methods, especially in the field of foreign languages. These new technologies develop not only new teaching and learning environments, but also raise the issue of their pedagogical integration in teaching French as Foreign language. This article aims at addressing issues related to the contribution of ICT in an action-oriented perspective “task” and “learning scenario” (Mangenot, 2003). The objective is to identify the pitfalls faced by teachers in their attempt to integrate new technologies in teaching FFL. Our assumption is that ICTs provides the learner a new way of acquiring knowledge and skills. This case study raises a number of concerns with regard to integration of ICT in the teaching of FFL. How for instance do teachers of French integrate ICT in their actual teaching in order to motivate and empower their learners? And then, what are the obstacles to the integration of new technologies in the university system of teaching? By way of a systematic approach, this study discusses an experiment with undergraduate and postgraduate students who are using learning scenarios in written production activities by following well-defined instructions.

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Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders

Compass Journal of Learning and Teaching ◽

10.21100/compass.v14i2.1186 ◽

2021 ◽

Vol 14 (2) ◽

Author(s):

Adewale Magaji ◽

Ana Cabral ◽

Andrew Lambirth ◽

Roger McDonald ◽

Ashley Brett ◽

...

Keyword(s):

Professional Development ◽

Action Research ◽

Teaching And Learning ◽

Research Collaboration ◽

Action Planning ◽

Early Years ◽

Senior Leaders ◽

The University ◽

Development Course

Action research promotes teaching and learning as it may allow teachers to explore areas of their practices that require improvement. The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This study was developed as a professional development course from 2015 to 2019 attended by more than 150 teachers from early years, primary and secondary schools in London and Kent in the last 4 years. The teachers were registered as students at the University of Greenwich and supported by a university team of researchers. The study identified five steps of the development of teacher-led action research and highlighted the challenges for each step. The steps included defining the field of action; planning; action; evaluation and reflection/(re)planning. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants. The model is used as a framework to enhance the development of teacher-led research in schools.Keywords: action research, teacher-led research, models, collaboration

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