scholarly journals A Note on Teaching and Learning Linear Algebra in Tribhuvan University

2019 ◽  
Vol 15 (2) ◽  
pp. 242-245
Author(s):  
Tulasi Prasad Nepal
Keyword(s):  
Linear Algebra ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Active Part ◽  
Primary Role ◽  
Group Discussions ◽  
Mathematical System ◽  
Traditional Lectures ◽  
Individual Opinion

The teaching of linear algebra has always been a challenge for teachers of mathematics, because it is extremely important that students become introduced into complex and abstract mathematical system of linear algebra and learn concepts which can be successfully applied later in other mathematical topics. It is necessary that teachers better understand how students learn, and recognize and allow that the appropriate content, methods and context could be different in different environments. As mathematicians, we are aware of the significant interconnections of different ideas and concepts, which is difficult to recognize and understand. We should not forget that understanding of these kinds of interconnections develops through active and hard exploration of mathematical topics through permanent discovering of new interconnections and relations. Thus, primary role of a teacher is to try to move students to take an active part during the class concerning important and difficult concepts, either through the form of individual opinion or through the form of group discussions. It is not easy to suggest teaching methods, especially in comparison to traditional lectures, which would be effective and would actively, engage students and generate stimulating learning.

Researching One's Own Practice

2019 ◽  
pp. 305-323
Author(s):  
Ricardo Gonçalves ◽  
Cecília Costa
Keyword(s):  
Content Analysis ◽  
Linear Algebra ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Sequence ◽  
Research Results ◽  
Research On Teaching

This chapter aims to link the known research results on the teaching and learning of linear algebra to research on teaching practices. The same person, as a teacher and as a researcher, plans and implements a teaching sequence, constructs multimodal narratives (MNs) for some classes, and reflects on his own practice, based on the emerging categories from content analysis of the MNs. Regarding the methodology and focusing on the role of MNs in this research, it is worth highlighting the value attributed to MNs because they function as an instrument that embodies the practices of the teacher and aid him in reflecting on his own practice.

Process, outcome and language education

1987 ◽  
Vol 10 (2) ◽  
pp. 128-162 ◽  
Author(s):  
Helen Moore
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Common Ground ◽  
Language Teaching ◽  
Language Education ◽  
Research Data ◽  
Process Writing ◽  
Common View ◽  
Group Relations

Abstract This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.

Strengthening Communication Education in an Undergraduate Nursing Curriculum

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Geertje Boschma ◽  
Rochelle Einboden ◽  
Marlee Groening ◽  
Cathryn Jackson ◽  
Maura MacPhee ◽  
...  
Keyword(s):  
Undergraduate Education ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Nursing Curriculum ◽  
Communication Education ◽  
Group Discussions ◽  
Undergraduate Nursing ◽  
Learning Centered ◽  
Student Focus

As effective communication is an essential professional competency that is conceptualized and developed during undergraduate education, the purpose of this study was to investigate and reinforce the role of communication in the nursing undergraduate curriculum. Analysis of faculty and student focus group discussions revealed the benefit of purposefully structuring and explicitly articulating communication education throughout the undergraduate curriculum for increased accessibility and visibility of communication education, expanded ranges of available teaching and learning methods and resources, and strengthened ability to address undermining mixed communication messages. These findings have implications for how to specifically include communication education in a learning-centered undergraduate curriculum.

scholarly journals Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?

2021 ◽  
Vol 6 (2) ◽  
pp. 22-36
Author(s):  
Bekithemba Dube ◽  
Xolisile P. Ndaba
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Poor Performance ◽  
Main Argument ◽  
Participatory Action ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Kwazulu Natal ◽  
Attitudes Towards Science ◽  
Thematic Approach

This paper discusses using bricolage to mitigate the struggles faced by progressed learners in rural KwaZulu-Natal, South Africa, in the context of the global COVID-19 pandemic. Most progressed learners perform poorly in many subjects, especially sciences. Their struggle has stimulated the need to find ways to enhance their performance. Reinvented artefacts and processes can be used for emancipation, and to transform agendas for improving the performance of progressed learners. To collect data, we used participatory action research, which uses a thematic approach to make meaning of data. We created a WhatsApp group to enable focus group discussions for collecting data, to circumvent COVID-19 restrictions. The group had 14 members, among whom teachers and learners from rural schools. The study found that the factors that contributed to poor performance were a lack of teaching and learning materials, too few teachers, less than optimal teaching methods and learners’ attitudes towards science subjects. The main argument of the article is that, in this time characterised by the COVID-19 pandemic, embracing bricolage has the impetus to mitigate challenges relating to the education of progressed learners. Thus, it is important to emancipate teachers, so that they can bricolise the environment for teaching and learning.

scholarly journals Teacher's Emotional Display Affects Students' Perceptions of Teacher's Competence, Feelings, and Productivity in Online Small-Group Discussions

2022 ◽  
Vol 12 ◽  
Author(s):  
Xuejiao Cheng ◽  
Han Xie ◽  
Jianzhong Hong ◽  
Guanghua Bao ◽  
Zhiqiang Liu
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Educational Practice ◽  
Group Discussions ◽  
Emotional Displays ◽  
Emotional Display ◽  
Small Group Discussions ◽  
Realistic Problem

Teacher's emotions have been shown to be highly important in the quality and effectiveness of teaching and learning. There is a recognized need to examine the essential role of teacher's emotions in students' academic achievement. However, the influence of teacher's displays of emotions on students' outcomes in small-group interaction activities, especially in the online environment, has received little attention in prior research. The aim of the present study was to explore the relationship between teacher's different emotional displays and students' perceptions of the teacher's competence, as well as students' collaborative feelings and productivity in online small-group discussions. Using a three-level between-subjects design, 74 participants were randomly divided into four-member groups comprising a teacher and three other participants. All the groups were asked to discuss an open-ended realistic problem using online software, during which the teacher's display of emotions varied (positive vs. negative vs. neutral). The participants' self-reported questionnaire data (perception of the teacher's competence, students' feeling of pleasure, collaborative satisfaction, and willingness to continue collaborating) and productivity (number of effective ideas expressed within a given time) were measured to compare the participants who were exposed to different emotional displays. As expected, the results showed that the participants who received the teacher's positive emotional display reported that they experienced higher levels of pleasure during the task. However, in contrast to our expectations, those under the negative emotional display condition showed a significantly higher level of productivity in the group task. In addition, compared to emotional display, the participants' perceptions of the teacher's competence were rated significantly higher under the neutral condition, and they reported higher levels of collaborative satisfaction and greater willingness to continue collaborating with their group. The findings have the potential benefit of informing educational practice on whether teachers should display their emotions in a small-group discussion or how they should display emotions following adjustment for the relative aim of the teaching activities.

scholarly journals The Use of Visualization in Teaching and Learning Process for Developing Critical Thinking of Students

2017 ◽  
Vol 9 (1) ◽  
pp. 71
Author(s):  
Kyvete Shatri ◽  
Kastriot Buza
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Critical Approach ◽  
Overall Performance ◽  
Teaching Learning ◽  
Positive Effect

Many researches has been conducted for the need to increase critical thinking of students (in (different fields, (also many researches has been done on the importance and the role of critical thinking for students achievements. In this context this requires a critical approach. To achieve this should be used effective teaching methods that develop critical thinking and also facilitate and enhance the learning of students and their performance in general, making them able to solving problems in their fields. A visualization approach increase communication, increase critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate visualization for the purpose of examining its role in developing critical thinking. In order to achieve this it was made an experiment for the use of visualization and from this experimentation are extracted the results of the effect of using the visualization for the aspect of developing and increasing critical thinking. The results which are taken from this research highlight the positive effect that the use of visualization in teaching and learning process has in developing the critical thinking of students and their overall performance. The results also shows that the visualization motivates students to learn, making them more cooperative and developing their skills for critical approach. Keywords: visualization, critical thinking, teaching, learning, student performance

The Ethics of Lecturers Based on Islamic Perspective in Al-Washliyah Universities

2017 ◽  
Vol 3 (2) ◽  
pp. 36-43
Author(s):  
Dedi Iskandar Batu Bara
Keyword(s):  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Primary Role ◽  
Campus Environment ◽  
Islamic Perspective ◽  
Character Building ◽  
North Sumatra

This research is conducted by looking at the phenomenon of Moral degradation and student’s ethics in a variety of universities, especially in Indonesia and North Sumatra in particular. The process of teaching and learning in universities level cannot be separated from the role of the lecturers whose primary role is to transform, develop and spread knowledge. Islam regards the lecturers as a scholar with the un-arrogant character, avoiding improper behavior and patient. The Objective of the research: This study is conducted to determine the ethics of lecturers based on Islamic Perspective in Al-Washliyah Universities. This research is significant to be applied in the hope that it can be beneficial towards the student’s character building through the ethics of the lecturers based on the Moslem Syar’i Perspective. The method of research applied is using the descriptive analysis to illustrate and describe the complete description through 4 (four) informants who understand and have a responsibility to the academic’s environment in Universities Al-Washliyah. The achieved result indicates that the ethics of lecturers in the academic’s environment of Al-Washliyah universities towards the process of teaching and learning as well as the activities around the campus environment have been conducting based on the Moslem Syar’i, even though no such a particular binding regulation. This study states that the lecturers cling the Islam Perspective firmly thus there is no such lecturer’s ethics violation findings. To balance the lecturer’s performance in through research, it is necessary to crystallize the ethical model that can be bound and procedural in order to maintain the quality of Al-Washliyah Universities of North Sumatra.

scholarly journals Farmer-preferred learning methods and utilised teaching approaches by Egerton University, Kenya

2020 ◽  
Vol 28 (s1) ◽  
pp. 203-213
Author(s):  
E.O. Ondiege ◽  
M. Mutuku ◽  
N.W. Mungai
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Focus Group Discussions ◽  
Cross Sectional Survey ◽  
Group Discussions ◽  
Learning Methods ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Key Informant ◽  
Effective Community

Universities are centres of frontier knowledge and skills, with the capacity to transform communities,when appropriately and adequately transmitted to users. The aim of this paper was to compare farmer-preferred learning methods and those utilised in teaching during Egerton University’s outreach activities, with a view to drawing useful insights for more effective community future engagements. A cross sectional survey was conducted in 2017, using researcher-administered questionnaires, on a sample of 84 farmers purposefully selected from communities where Egerton University implemented extension outreach programmes. Key informant interviews and focus group discussions were also conducted for community leaders and extension officers in the selected Wards, to supplement data collection. Results showed that the decision to participate in the outreach activities implemented by Egerton University was personal, with nearly all the respondents (99%) citing acquisition of new knowledge and skills as the major reason. Demonstrations were the most preferred and utilised methods (90 and 92%, respectively); while the use of group discussions were preferred by 51% of the respondents and utilised in 86% of the outreach activities. Results also showed significant relations for demonstration (c2 = 17.21, P<.001), touring university model farms (c2 = 68.11, P<.001) and use of training videos (c2 = 40.98, P<.001) between farmer-preferred learning methods and utilised teaching methods. This explains the popularity of demonstrations as a teaching and learning method of Egerton University in connecting theoretical and scientific aspects, to practice. Learner centred teaching methods, with the capacity to facilitate collaborative or cooperative learning, should be enhanced.

scholarly journals Administrasi & Supervisi Pendidikan

2020 ◽  
Author(s):  
Asmaul husnah
Keyword(s):  
Teaching And Learning ◽  
School Administration ◽  
Leadership Education ◽  
The Other ◽  
Primary Role ◽  
Good Education ◽  
Special Services ◽  
Supervision Process ◽  
Science And Education

Abstrak—. Husemas Administrator is the process of communication between schools and communities to further improve the school either in terms of facilities or others. Schools and communities both have one purpose where they expect children to have a good education and can become useful people for the future of Nusa and the nation. Abstrak— The Special Services Administration is a service provided to students to facilitate, facilitate the teaching and learning process that aims to be more effective and more efficient in learning. Special services can be school transportation, as well as a place to study, or libraries, learning resources, school cafeteria, places of worship, laboratories and dormitories. Where this particular service can support student success.Abstrak— The school administration Administrator is an educational administrative activity that manages the recording, collecting, storing data, and documents that can be used to assist leaders in decision making, correspondence affairs and Report on the school's activities. Abstrak— Supervise education is the coaching to be able to solve a variety of problems together with the aim that education will be better later.Abstrak— Supervision is a supervisory action that aims to supervise a thing in order to reach the destination accordingly. The supervision process is a series of Kagiatan performed when conducting supervision. The supervision process has three phases: planning, implementation, and evaluation. Abstrak— Leadership education is the ability and process of influencing, guiding, coordinating and mobilizing others that have to do with the development of educational science and education implementation so that the activities executed can be more effective In achieving the objectives of education and teaching. The primary role of leadership is influencing others to achieve a predetermined goal.. Good leaders will bring their subordinates to the better not the other way around.

scholarly journals The Role of Principal in Improvement of School Performance: A Qualitative Study in Community School of Nepal

2021 ◽  
pp. 1-10
Author(s):  
Chandra Bahadur Bhujel
Keyword(s):  
School Performance ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Community Schools ◽  
Education Quality ◽  
Community School ◽  
Group Discussions ◽  
Role Of Principal ◽  
Recruiting Teachers

This study aims to explore the role of the principal’s leadership in the improvement of school performance in community schools and to identify the major challenges faced by principals of community schools while improving school performance. A qualitative approach and phenomenology research design was used in this study. Interview and Focus Group Discussions schedule were used to collect data from the field, 5 principals were the respondents for interview and 20 principals of different community schools were involved in focused group. The data were analyzed using qualitative data management software Atlas ti. The determination and taking self-initiative is a crucial role for community school principals to maintain school enrollments, education quality, and collecting funds for school performance. Principals have adopted several noticeable strategies to increase education quality. Some of the ways and means adopted by the successful schools are maintaining constant discipline in school encouraging students and teachers by rewards and appreciation, consistent observing and supervision of class conduction, student attendance and teacher’s consistency, coaching classes for feeble and interested students, parent-teacher communication, contests and competitions between the cluster and individual. Every principal faces some of the biggest frustrations to control student behavior, recruiting teachers and cooperation between staff, promote personalized learning, improve the teaching and learning environment, student retention, and parents’ support in the improvement of the school. The study further recommended that principals and teachers should be given sufficient training to improve the school’s performance.

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