scholarly journals This is how we learn A Best Practice Case of Qualification in SMEs for Work 4.0 - A Best Practice Case of Qualification in SMEs for Work 4.0

2021 ◽  
pp. 23-36
Author(s):  
Marc Schwarzkopf ◽  
◽  
Susann Zeiner-Fink ◽  
Angelika C. Bullinger-Hoffmann
Keyword(s):  
Iterative Process ◽  
Teaching And Learning ◽  
Best Practice ◽  
Training Programs ◽  
Participative Methods ◽  
Specific Teaching ◽  
Digital Collaboration ◽  
Teaching Learning ◽  
Organization Of Production ◽  
Usability Criteria

Digitalization is forcing small and medium-sized enterprises (SMEs) to rethink their work and production processes. Initiated by this process, the organization of production and employees are subject to change. As a result, the job profiles of employees are changing and expanding, as well as the way how knowledge is imparted. Innovative and digitized formats should be integrated into existing training programs and presented in a way that is suitable for use on mobile de-vices. Therefore, suitable and target group-specific teaching/learning formats are needed that support participative methods and digital collaboration. For this purpose, a digital teaching and learning format for the application area of automotive engineering in SMEs was designed. This prototypical teach-ing/learning format was created and evaluated in an iterative process through the participation of the potential users and taking into account existing usability criteria. The two methods used to evaluate the format were Think-Aloud and focus group, the results of this evaluations are presented in this paper. The results show that when evaluating the teaching/learning format, the test subjects mainly refer to the usability criteria of DIN ISO 9241-110, the structure of the course and the information content of the course. Recommendations for the creation of future digital teaching and learning formats for SMEs are derived from these findings.

scholarly journals Washback in Language Testing: An Exploration with a Focus on a Specific EFL Context in Oman

2020 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Mohammed Khamis Al Hinai ◽  
Khalid Salim Al Jardani
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Language Program ◽  
Review Section ◽  
Efl Context ◽  
Teaching Context ◽  
Specific Teaching ◽  
To Come ◽  
Teaching Learning ◽  
Teaching Setting

The notion of washback has been a widespread topic in language teaching and testing literature and has been discussed and looked at from various perspectives. The significance of the topic emerges from the fact that the consequences of tests greatly determine or shape the nature of language teaching, learning, and testing. This paper aims to explore the notion of washback based on current perspectives in the literature and the needs of a specific teaching setting, which is the language Program at Oman Tourism College (OTC). The Literature Review section reviews the literature trying to shed light on the notion of washback as a core construct in language teaching and learning. The second section will discuss the influences of washback in ELT with a special reference to a teaching context. Finally, some useful implications are drawn to come up with recommendations for increasing the positive washback and reducing the negatively of it.

Faculty development: What do we know about barriers, enablers, and satisfaction levels among African oncology faculty?

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11023-11023
Author(s):  
Miriam Claire Mutebi ◽  
Scott R. Berry ◽  
Nancy Dalgarno ◽  
Klodiana Kolomitro ◽  
Nicholas Cofie ◽  
...  
Keyword(s):  
Faculty Development ◽  
Curriculum Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Development Planning ◽  
Access Time ◽  
Academic Institutions ◽  
Structured Interviews ◽  
Middle Income ◽  
Teaching Learning

11023 Background: Faculty development (FD) programs and initiatives have been shown to improve teaching, learning, and overall satisfaction levels of academic faculty. However, these benefits are not fully realized in resource constrained settings like those found in some Sub-Saharan African academic institutions, that often face many FD challenges. Improving FD activities in the region may enhance the capacity of oncology faculty to address these challenges. We sought to examine African oncology faculty’s satisfaction and the perceived enablers and barriers with current FD opportunities. Methods: We randomly surveyed oncology faculty ( n = 21) through the African Organization for Research and Training in Cancer (AORTIC) listserv and conducted semi-structured interviews with nine ( n = 9) faculty involved in African oncology training programs to ascertain their perspectives on faculty development activities including curriculum development, teaching, and learning. All survey respondents and interview participants are current members of the AORTIC. Descriptive and inferential statistical techniques, and thematic analysis were used to analyze the survey and interview data respectively. Results: Interim survey results revealed that 64% of academic oncology faculty believe that there are barriers to their FD at their current academic institutions. Barriers cited for FD from the interviews include the competitive nature of FD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with FD activities. A significant minority of the survey respondents (43%) were dissatisfied with their overall FD. Access to curriculum development opportunities (χ2 = 10.97, p = 0.001) and longer duration of practice (χ2 = 7.9, p = 0.019) were significantly associated with an increased overall satisfaction with FD of oncology faculty. Themes emerging from the interviews also revealed that participants believe that addressing issues relating to access to local institutional support and opportunities including funding, reduced fees for individuals from low- and middle-income countries, getting time off work from local institution, and availability of online FD education will enable them to increase their participation in FD activities. Conclusions: A considerable number of African oncologists face many FD challenges and are therefore dissatisfied with the current state of their FD. Incorporating the recommendations offered by participants into faculty development planning activities may improve faculty satisfaction levels, remove barriers, and improve outcomes for learners. Also, the finding that access to curriculum development opportunities leads to increased levels of satisfaction with FD could guide FD for faculty in African oncology training programs.

scholarly journals Best Practices for Online Teaching and Learning in Health Care Related Programs

2015 ◽  
Author(s):  
Tamara Pinchevsky-Font ◽  
Sandra Dunbar
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Best Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning Theories ◽  
Online Teaching And Learning ◽  
Health Care Educators ◽  
Teaching Learning

Online learning is a significant aspect of higher education today, with an ever increasing number of programs offering distance education. The evidence related to online teaching and learning best practice has grown significantly within the last decade. It is important for health care educators who are involved with web-based courses to be immersed in the evidence available to date, as we seek to provide sound andragogy in formulating and implementing online programs. This document will explore key evidence related to three different aspects of online teaching and learning. Application of teaching/learning theories and recommendations for best practices in this arena of higher education are essential.

scholarly journals FORMATIVE STRATEGIES FOR EVALUATING LANGUAGE COMPETENCES IN HIGHER EDUCATION BUSINESS PROGRAMMES

2021 ◽  
Vol 14(63) (2) ◽  
pp. 123-128
Author(s):  
Ioana Paula Armăsar ◽  
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Higher Education System ◽  
Language Needs ◽  
Specific Teaching ◽  
Teaching Learning ◽  
Education Business

Evaluation does not represent an objective per se, but the strategies adopted in this process may take the teaching/learning process in different directions, according to the students’ language needs and to the competences that should be developed. The phenomenon is a complex one, sometimes comprising errors, which, nevertheless, contribute to progress, it gives precise clues and helps in identifying the positives and negatives in foreign language learning. The higher education system in Romania is adjusted to the quantitative and qualitative exigency of the European administration, with evaluation always accompanying the learning process, having both diagnostic and prognostic characteristics. The evaluation strategy predicts the most appropriate methodical path which ensures efficiency in approaching specific teaching and learning situations

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

2020 ◽  
pp. 136216882094845
Author(s):  
Huahui Zhao ◽  
Beibei Zhao
Keyword(s):  
Teaching And Learning ◽  
Training Session ◽  
Assessment Criteria ◽  
Local Context ◽  
English Writing ◽  
Language Classrooms ◽  
Decision Making Processes ◽  
English Writing Instruction ◽  
Teaching Learning ◽  
Writing Instructors

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an evolved version of the Common European Framework of Reference for Languages (CEFR). Two writing instructors and 146 tertiary students played different, yet interactive roles in adapting the assessment criteria in the local context. Instructors drafted the criteria in line with curricula, teaching, learning and learners. Learners utilized the draft criteria in a training session and suggested possible modifications to the criteria in a survey. Suggestions were used to revise the descriptors alongside teachers’ reflections via reflective logs. A follow-up survey explored students’ perceptions of the feasibility and usefulness of the modified descriptors to investigate the effectiveness of co-constructing the assessment criteria for learning and reveal further improvement if necessary. Vigilant decision-making processes were thickly described regarding how assessment descriptors were selected, arranged, and modified to constructively align them with curricula, teaching, and learning. Statistical and thematic analyses were conducted to examine the accessibility, feasibility, and usefulness of the assessment descriptors prior to and after the modifications. Results substantiated the effectiveness and thus the importance of co-constructing assessment criteria for enhancing the quality of assessment criteria and developing learners’ cognitive and metacognitive knowledge of writing and assessment. Implications for language tutors regarding co-constructing assessment criteria in local contexts were deliberated on at the end of the article.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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