scholarly journals Analysis of Communication and Information Science Education Inclusivity in a STEM Environment in Zimbabwe

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Alois Matorevhu
Keyword(s):  
Focus Group ◽  
Digital Media ◽  
Education System ◽  
Social Life ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Information Science ◽  
Group Discussion ◽  
Teachers College ◽  
High Competence

Communication and Information Science (CIS) can be effectively applied in a STEM environment if ICT is accessible to people including those who are visually impaired (VI). This is premised on that Information and Communication Technology (ICT) has invaded every part of society, from home, industry and social life, as the world moves rapidly into digital media.  One way of ensuring the effective inclusion of VI people in communication and Information Science is to have an education system from preschool, secondary through to tertiary which has inclusive ICT education. Apart from engendering CIS, ICT promotes/enhances student-centered learning consistent with STEM objectives. Through Zimbabwe’s education system, the visually impaired (VI) people like anybody else, need to understand and apply ICT as a tool to aid their learning, professional development, and a means of socializing. What is questionable is whether the education system of Zimbabwe from preschool, prepares VI people to be effective users of ICT as STEM objectives suggest.  In order to gain insight, curricula documents for a selected teachers’ college T and Ministry of Primary and Secondary Education curriculum documents were analyzed.  Also, data was generated through interviews and focus group discussion with VI pre-service teachers at teachers’ college T. The interviews and focus group discussions aimed to generate data through VI pre-service teachers’ reflections on their primary and secondary school days, juxtaposed with their current experience during teacher training with respect to inclusivity on use of ICT as a tool for teaching and learning, aiding personal learning and social life interactions. All the 10 VI pre-service teachers involved in the study concurred that if ICT learning and application begins as early as primary level, one is bound to develop high competence and confidence in ICT use. However, a very supportive environment, morally and materially, was seen as crucial in developing high competence and confidence levels of VI persons in using ICT for learning and in social life.

scholarly journals Policy for the effective research university

2016 ◽  
Author(s):  
Prayuth Chusorn ◽  
Cheaztha Bhoprathab ◽  
Pornpimon Chusorn ◽  
Pramook Chusorn ◽  
Yupawarat Kentekrom
Keyword(s):  
Focus Group ◽  
Teaching And Learning ◽  
Research University ◽  
Group Discussion ◽  
Policy Research ◽  
Monitoring And Evaluation ◽  
Research Institution ◽  
Research And Innovation ◽  
Group Form ◽  
Commercial Applications

Research for development policy for the Effective Research University case study of Khon Kaen University used the principle of policy research divided into three stages: 1) the synthesis document 2) Interviews of experts and 3) focus group discussion. Target groups include administrators, faculty member and university researchers. Research tools were documentary analysis questionnaires and the focus group form.  The analysis and interpreted data were performed by content analysis.Research findings As a leading research university with international quality and standards as importance goal which requires challenge strategies aimed to integrative change as follows,Preparing personnel together, determine the faculty strategies to support personnel and researchers, using a variety of research products, creative works develop into applied research and development research and create system and mechanisms of intellectual property to develop into commercial applications continuously. Establishing research fund to motivate faculty members researchers and graduate students for knowledge technologies to be utilized and satisfy the needs of local and nationally. Knowledge management of the experiences of a senior researcher ,support the teaching and learning process by using the study as a base by integrating research and teaching at both the subjects and courses including the use of research-based knowledge to manage the process of decision making, planning, implementation, monitoring and evaluation and improvement work. Support for research and transfer research to the public focus on professional development and quality of life as well as the base for the development of networking and knowledge sharing. Awards & recognition / reward and honor researchers and research institution with outstanding performance in research and innovation to accelerate the strengthening of research integration, towards selfreliance build competitiveness and social guides.  Keywords: Research University,  challenge strategies 

scholarly journals The Multifaceted Impact of COVID-19 Pandemic on Dentists in Tamil Nadu, India: A Qualitative Study

2021 ◽  
Author(s):  
Nesa Aurlene ◽  
R Sindhu ◽  
A Haripriya
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Social Life ◽  
Tamil Nadu ◽  
Dental Treatment ◽  
Group Discussion ◽  
Structured Interview ◽  
Dental Clinics ◽  
The Government

Introduction: India has become the Coronavirus Disease 2019 (COVID-19) epicentre with the highest number of COVID-19 cases being reported each day. This has caused a major impact on healthcare workers including dentists across the country. Most dental clinics in Tamil Nadu were closed during the initial two months of draconian lockdown enforced by the Government of India (GOI). As partial lockdown measures were introduced over the subsequent months, dental clinics have started functioning and receiving patients for emergency dental treatment. Aim: This study was done among dentists practicing in Tamil Nadu amidst the COVID-19 pandemic to understand how the pandemic has impacted their professional and personal lives. Materials and Methods: A qualitative study using online focus group discussion was conducted among 32 dentists practicing in Tamil Nadu, India using a structured interview guide in the month of July 2020. After data collection, the focus group discussions were transcribed manually and an inductive thematic analysis was performed using Braun and Clarke’s six phases for thematic analysis. Results: Three major themes were identified after the thematic analysis namely limitations of off-campus distance learning, challenges faced in dental practice during the COVID-19 pandemic and social life impacts of COVID-19 among dentists. Conclusion: Dentists in this study felt that the COVID-19 pandemic was negatively impacting their dental practices owing to lack of clarity in COVID-19 protocols, lack of patient awareness, high cost of Personal Protective Equipment (PPE), increasing overhead expenses, ergonomic difficulties in treating patients while wearing PPE, patients’ unwillingness to pay higher charges for treatment under COVID-19 protocols and fear of contracting COVID-19. Majority of participants in this study did not report any negative impacts of social isolation as many of them had stayed with their families during the lockdown.

Exploring Collaborative Learning for Programming Course to Enhance Students' Interest and Achievement

2019 ◽  
pp. 265-283
Author(s):  
Shafinah Farvin Packeer Mohamed
Keyword(s):  
Collaborative Learning ◽  
Focus Group ◽  
Teaching And Learning ◽  
Online Survey ◽  
Group Discussion ◽  
Pair Programming ◽  
Collaborative Approach ◽  
The Core ◽  
Programming Students ◽  
Core Subjects

As programming is one of the core subjects for BSc IT students, it is vital for them to have programming skill. However, students are often terrified of programming since it is a challenging subject. Traditionally, the programming teaching and learning process are limited to lectures and lab exercises. This approach is no longer appropriate in today's learning environment and required skills in the 21st century. Collaborative learning is acknowledged as an approach that fits the programming students. Thus, this chapter has adapted the collaborative approach in Programming 1 class. Three techniques were applied namely problem-based learning, buzz groups, and pair programming. At the end of the semester, an online survey to obtain students' opinions and a focus group discussion were conducted. In addition, the examination results of the repeaters were also compared. Results from the survey and focus group indicate that the collaborative approach is able to increase students' interest and the grade of the repeaters in the Programming 1 subject.

scholarly journals Development of Detector Vibrating Watch Model for 100-Meter Dash Race for Visually-impaired Athletes

2020 ◽  
Vol 16 (10) ◽  
pp. 68
Author(s):  
Sri Joeda Andajani ◽  
Oce Wirawan ◽  
Pamuji Pamuji
Keyword(s):  
Special Education ◽  
Focus Group ◽  
Visual Impairment ◽  
Focus Group Discussion ◽  
Daily Activity ◽  
Visually Impaired ◽  
Group Discussion ◽  
Font Size ◽  
Finish Line ◽  
Youth Education

<span style="font-size: 10pt; font-family: 'Times New Roman', serif;">Rapidly developing technology in the 21<sup>st</sup> century brings significant change to youth education.</span><span style="font-size: 10pt; font-family: 'Times New Roman', serif;"> The paradigm<span lang="SV"> shift requires a change to comply to the model of technological knowledge century, including in sports. People with visual-impairment experiences movement limitations in their environment.</span></span><span style="font-size: 10pt; font-family: 'Times New Roman', serif;">Limited visual affects their daily activity. The 100-meter dash is one of the races performed by athletes with visually-impairment. Thus, the development of a detector vibrating watch </span><span style="font-size: 10.0pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA;">model which can give signals or alarm when performing race in the track without an assistant is needed. The use of detector vibrating watch could help visually-impaired athletes to directly determine their position and when would they arrive to finish line. This conditioning could minimalize the crash between athletes because each athlete could finish in their respective supposed track. Thus, visually-impaired athletes could achieve their maximum time according to their ability without hindrance during the dash. However, the development of detector vibrating watch had not yet being used as assisting product in the specialized 100-meter dash for the visually-impaired. Appropriateness of this detector vibrating watch model for track dash required thinking from athletic sport, special education, and electrical engineering experts via focus group discussion. The result of expert development showed that the detector watch model was initiated from the 100-meter dash for people with visual-impairment.</span>

Delivery of library and information science curriculum

2017 ◽  
Vol 66 (6/7) ◽  
pp. 482-504 ◽  
Author(s):  
Priti Jain
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Information Science ◽  
Group Discussion ◽  
Library And Information Science ◽  
Content Type ◽  
University Of Botswana ◽  
Collaborative Activities ◽  
The University

Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.

scholarly journals Model of Participative Academic Administration for Buddhist Temple Charity Schools

2021 ◽  
Vol 58 (1) ◽  
pp. 5510-5517
Author(s):  
Phra Poompanya Athimootto (Ngamprom) Et al.
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
School Administrators ◽  
Group Discussion ◽  
Research Data ◽  
Academic Administration ◽  
Buddhist Temple

The objectives of this research were 1) to study problems of participative academic administration for Buddhist Temple Charity Schools, 2) to develop a participative academic administration model for Buddhist Temple Charity Schools, and 3) to propose a participative academic administration model for Buddhist Temple Charity Schools. Mixed methods research was designed. In qualitative research, data were collected by in-depth interviews from 5 school administrators and from focus group discussion with 10 experts. The research tools were interview form and questions for focus group discussion, and data was analyzed by content analysis. In quantitative research, data were collected by using questionnaires from 381 teachers and 115 school administrators by multistage randomization. Data were analyzed using descriptive statistic consisted of percentage, frequency, mean, standard deviation and PNIModified of needs assessment. Results indicated that 1) problems of participative academic administration for Buddhist Temple Charity Schools in all 5 aspects has shown the suitability at a high level. 2) Development of a participative academic administration model for Buddhist Temple Charity Schools consisted of 1) curriculum development by managing teaching and learning in accordance with core curriculum, 2) teaching and learning management by arranging to encourage learners to do their own actions for students to think critically, 3) development and use of innovative media and educational technology by encouraging learners participate in activities and explore the need for courses, 4) educational supervision by organizing a teacher meeting before visiting students' homes and always evaluate the results of supervision, and 5) learning assessment and the transfer of grades according to the actual situation without bias. 3) A participative academic administration model for Buddhist Temple Charity Schools conducted the curriculum with the core curriculum, focus on students taking action and taking part in activities, encourage supervision, and evaluating results according to activities.

scholarly journals Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone

2020 ◽  
Vol 3 (1) ◽  
pp. 32-37
Author(s):  
Alhaji Bakar Kamara
Keyword(s):  
Sierra Leone ◽  
Language Proficiency ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Group Discussion ◽  
Ministry Of Education ◽  
Teachers College ◽  
School Activities

As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.

scholarly journals Electronic Learning May Improve the Teaching and Learning of Mathematics and Science in Marginalized Schools in Nakivale Refugee Settlement, Uganda: A Baseline Analysis

2019 ◽  
Vol 3 (2) ◽  
pp. 63
Author(s):  
Angella Musiimenta ◽  
Wilson Tumuhimbise ◽  
Michael Nankunda ◽  
Elly Bangumya ◽  
Justus Atuhaire ◽  
...  
Keyword(s):  
Focus Group ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Educational Resources ◽  
Learning Tools ◽  
Technological Infrastructure ◽  
Educational Challenges ◽  
E Learning ◽  
Mathematics And Science

Background: Over the years, mathematics and sciences have been performed poorly worldwide. There is an overwhelming high failure rates of mathematics and sciences in the marginalized schools found in Nakivale refugee settlement in Uganda. Electronic (e)-learning tools could be promising interactive strategies for teaching mathematics and sciences. There is lack of studies documenting educational challenges in the refugee settlement, and how e-learning can address the challenges.Objective: To identify the challenges experienced in teaching and learning mathematics and sciences in schools found in Nakivale refugee settlement, and explore the potentials of using e-learning to address the identified challenges.Methods: We employed a parallel mixed methods study design that utilized focus group discussions and surveys. We purposively conducted a focus group discussion with the 17 mathematics/science teachers that we had trained (in e-learning) from 6 schools in Nakivale refugee settlement. We also administered surveys to 267 learners and mathematics/science teachers of the six participating schools.Results: Educational challenges reported by participants are: 1) lack of access to modern teaching and learning resources, 2) Leaners’ negative attitudes towards mathematics and science, 3) overwhelming number of learners in class. 4) Lack of ICT pedagogical skills. They anticipated that e-learning could potentially: 1) enable unlimited and flexible access to educational resources, and 2) enhance engagement, interest and understanding of learning concepts. They however worried about the availability of sufficient technological infrastructure (e.g. internet, computers, and electricity) and skills to use the application. Conclusion: E-learning may enable unlimited and flexible access to educational resources, and enhance engagement, interest and understanding of learning concepts, which could potentially improve performance in mathematics and sciences in otherwise marginalized schools.

scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM PENERAPAN PEMBELAJARAN KONTEKSTUAL MELALUI FOCUS GROUP DISCUSSION (FGD)

PEDAGOGIKA ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 189-194
Author(s):  
Reti Bala
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Contextual Teaching

Pengawas Sekolah adalah pejabat fungsional yang berkedudukan sebagai pelaksana teknis dalam melakukan pengawasan pendidikan terhadap satuanpendidikan. Salah satu pendekatan pembelajaran yang dikembangkan dalam kurikulum 2006 (KTSP) adalah pendekatanPembelajaran Kontekstual.Hal ini semakin penting setelah diberlakukannya kurikulum 2013 yang lebih menekankan pembelajaran bermakna bagi siswa dalam semua kompetensi dasardenganmenggunakan pendekatan kontekstual atau yang disebut dengan Contextual Teaching and Learning (CTL).Dari hasilpenelitian yang dilakukanpada guru-guru SMK 1 BatudaabahwaTeknik Focus Group Discussion (FGD) dapat meningkatkan kemampuan guru dalam menerapkan pembelajaran kontekstual, hal ini dapat dibuktikan dari hasil pelaksanaan tindakan sampai pada siklus III terjadi peningkatan yang cukup signifikan, yaitu rata-rata dari siklus I (2,90), siklus II (3,46) dan pada siklus III menjadi rata-rata 4,15. Jikadipresentasikanterjadipeningkatan 19,31% darisiklus I kesiklus II serta 19.94% kesiklus III atau katagori ‘baik’, dan bahkan sudah mendekati target ketercapaian kemampuan guru dalam menerapkan pembelajaran kontekstual.

Teaching and Learning Focus Group Skills: A Classroom Example Evaluating Map Design

1998 ◽  
pp. 26-36 ◽  
Author(s):  
Judy Olson ◽  
Lesha Broomes ◽  
Scott Drzyzga ◽  
Geoffrey Jiunn Der Duh ◽  
Lisa Dygert ◽  
...  
Keyword(s):  
Focus Group ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Group Discussion ◽  
Effective Means ◽  
State University ◽  
Focus Group Study ◽  
Focus Group Research ◽  
Map Design ◽  
Regular Class Time

As a group learning experience in a graduate cartography course, a focus group study was performed of a recently-redesigned map of the Michigan State University campus. The learning process involved two parts. Part one was a 75-minute focus group discussion during regular class time with the instructor as the moderator, one student as the assistant and notetaker, and the other members of the class as the subjects. After instructions were given, everyone studied the map for a brief period and then discussed a set of issues focused on the design of the map. Discussion was orderly but lively and packed with relevant comments. Part two occurred at the next class session. Students discussed the experience, the results, the assigned readings on the method, and relevance of the method to other projects. A written report was then prepared for the producers of the map. Reactions to the learning experience were highly positive, and several participants have since used qualitative methods in other research. An actual study proved an effective means of learning the fundamentals of focus group research.

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