scholarly journals Educational Benefits of Study Tours for the Students of Architecture

2021 ◽  
Author(s):  
Humaira Nazir
Keyword(s):  
Learning Experience ◽  
Educational Opportunities ◽  
Main Element ◽  
Educational Benefits ◽  
Know How ◽  
Engineering And Technology ◽  
Teachers And Students ◽  
Practical Life ◽  
University Level ◽  
The University

Among educational elements, the main element is study tours that are considered as a crucial instrument for learning. These tours are not only a source of providing valuable educational opportunities to the students but also give them pleasure. They benefit the entire life of students in different ways. The main focus of this research is to know how study tours are beneficial for students of architecture. This study explores the need and importance of study tours that add the learning experience throughout the life of students at the university level and in practical life. For collecting data, a qualitative research method is used. The study carried out by taking the architectural students of Sir Syed University of Engineering and Technology Karachi on study tours, because of being a part of the faculty of the Architecture department of this university. The research tool was a questionnaire that was filled online by the students who joined the tours, collected data was analyzed by a simple percentage method. The findings indicated that the majority of respondents get pleasure and knowledge from study tours. The tours provide education to students to explore things personally in an eloquent way. They not only boost collaboration among teachers and students but also support to cope with teaching problems that occurred in the classrooms. The study has demonstrated that study tours are essential in order to give practical tactics for the curriculum and are helpful in enhancing the learning experience and understanding of the students. Tours bring enjoyment and escapade to learning and trained students for getting success in the hardships of life.

scholarly journals Mediating Test Anxiety through the Testing Effect in Asynchronous, Objective, Online Assessments at the University Level

2017 ◽  
Vol 4 (2) ◽  
pp. 107 ◽  
Author(s):  
Daniel Sullivan
Keyword(s):  
Graduate Students ◽  
Test Anxiety ◽  
Testing Effect ◽  
Learning Experience ◽  
Effective Learning ◽  
Online Evaluation ◽  
Online Assessments ◽  
Text Anxiety ◽  
University Level ◽  
The University

Do asynchronous online evaluations, designed and delivered to engage the testing effect, moderate test anxiety? To answer this question, we surveyed 353 undergraduate and graduate students, drawn from 12 courses, hybrid and online, asking whether the option to take and retake a quiz lessened their text anxiety. Students, no matter the course or level, indicate yes, with more than 90% of the sample agreeing that the option to retake a quiz reduced test anxiety. We also consider this result with regards to the issues of metacognitive accuracy, student engagement, and learning effectiveness. Nearly 95% saw the “anytime, anyplace” test-retest option increasing understanding, improving class engagement, and supporting a more effective learning experience. Our findings profile a promising path to reset traditional as well as refine online evaluation pedagogies.

scholarly journals EFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the Covid-19the Pandemic: Perspectives from Dr. MoulayTahar University of Saida, Algeria

2021 ◽  
Author(s):  
Djamel BENADLA ◽  
Mohamed Hadji
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Social Situation ◽  
Learning System ◽  
Negative Attitudes ◽  
Affective Attitudes ◽  
Teachers And Students ◽  
E Learning ◽  
Efl Students ◽  
The University

The practice of the online learning system in Algeria is novel. However, with the spread of Covid 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive educational outcomes and keep students safe and healthy. This research purports to examine how the University of Dr. MoulayTahar in Saida has used Moodle platform to facilitate the teaching process during the Covid 19. This paper, therefore, stresses the issues of distance e-learning that challenge both teachers and students alike. The researchers attempt to answer the following question: What are the affective attitudes of EFL students towards distance learning assisted with Moodle Platform during the Coronavirus? To supply an adequate answer to the raised question, the researchers have selected a sample of 157 participants. The researchers collected data through a questionnaire and delivered copies to the participants. The findings revealed that both the teachers and the learners were not well prepared for an online learning experience. That there are more disadvantages than advantages. The results of the research conveyed that the technical skills, the teachers’ lack of experience as well as the social situation of the students have made E. learning a complex process. The analysis also revealed that Master students have negative attitudes towards e-learning, and they would prefer face-to-face interaction in the classroom and handouts more than virtual learning.

scholarly journals Socioformation and the Formative Evaluation in Engineering

2018 ◽  
Vol 10 (1) ◽  
pp. 210
Author(s):  
Maria de Lourdes RODRIGUEZ ◽  
Juan Salvador NAMBO DE LOS SANTOS ◽  
Jesús RODRÍGUEZ BUENDÍA
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Integral Calculus ◽  
Educational Models ◽  
Teachers And Students ◽  
University Level ◽  
The University

The society demands nowadays that the educational models of the institutions at the university level focus in an integral formation developing knowledge, skills and competences. Nevertheless, the systems of evaluation are not necessarily according to the requirements and methods of teaching and learning in the classroom. This investigation describes the effect of implementing a checklist as a medium so that the student acquires knowledge and gives feedback on the process of teaching and learning, promoting the integral formation. The checklist was designed under the socioformative approach and was used as a mean for the formative evaluation and shared during a course of differential and integral calculus. The qualitative investigation of analytical and descriptive type was based on the action-investigation, with students of the Career of Engineering on Communications and Electronics of Instituto Politécnico Nacional. Among the obtained results, it turns out that the students had a better academic performance and a change of attitude towards the learning of the mathematics in engineering, because they can take the control and the regulation of it. Concluding, we can say that the instruments of evaluation constructed under the socioformative approach promote the formative and participative evaluation and are a good way to improve the academic performance of the student and to develop competences like the collaborative work, the resolution of problems and the autonomy in the learning. It becomes necessary to continue the research regarding the design of instruments of formative evaluation as a didactic medium and the roles that the teachers and students must follow in order to promote an integral formation from the socioformative approach.

scholarly journals Analysis of domestic and foreign trends of individualization of the educational process in the university: analytical report

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
R. U. Arifulina ◽  
O. A. Katushenko
Keyword(s):  
Digital Divide ◽  
Educational Process ◽  
Educational Opportunities ◽  
Higher Education System ◽  
Teachers And Students ◽  
Route Changing ◽  
The One ◽  
The University ◽  
The Relationship ◽  
Education Process

Introduction. The individualization of the education process is today one of the priority directions of the transformation of the higher education system, which involves the creation of conditions for the implementation of the educational opportunities of students, their academic mobility, the design of an individual educational trajectory, i.e. on the one hand, it serves as a tool for fulfilling the state order in the formation of a competitive specialist, and on the other hand, it allows you to maximally orient education to the personality of the student.Materials and Methods. The article considers domestic and foreign research materials aimed at organizing and implementing the individualization of the learning process. The work uses methods of analysis of scientific literature, questionnaires, analysis, generalization and systematization of data.Results. The authors identified and described the main trends in the development of individualization of the educational process, the relationship between the concepts of "individual educational route" and "individual educational trajectory". A comparative analysis of the results of a questionnaire survey of teachers and students on the problem of individualization of education is carried out, and the main models of individualization of the educational process are highlighted.Discussion and Conclusions. As challenges for the individualization of the educational process of higher pedagogical education, the authors see the bridging of the "digital divide" arising from the inequality in access to digital tools between the subjects of the educational space of the university, as well as regions and countries; updating the goals and content of education, as well as forms, methods and technologies of organizing the educational process; changing approaches and tools to assessing the competencies and educational results of students in the course of mastering an individual educational route; changing the roles of the subjects of the educational process.

scholarly journals Students’ Perceptions of the Consequences of Distance Learning throughout Covid19 Epidemic in Higher Education: The Moroccan Case

2021 ◽  
Vol 4 (9) ◽  
pp. 56-70
Author(s):  
Rym Asserraji
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Personalized Learning ◽  
Online Classes ◽  
Face To Face ◽  
Online Resource ◽  
Teachers And Students ◽  
University Level ◽  
The University ◽  
Shed Light

  Distance learning can be regarded as learning that predominates entirely through the internet. It has been implemented because of the pandemic of Covid 19. According to Chaney (2010: 5-21), it is also referred to as distance learning, which is a swiftly flourishing setting that allows teachers and students and all people working in all domains the flexibility of working beyond the restraints of time and place. Also, this shift from face-to-face lectures to online classes is the only possible solution. Nevertheless, academic institutions would not be capable of converting all of their college curricula into an online resource overnight. Distance, scale, and personalized learning are the three biggest challenges for online learning. Therefore, the purpose of this paper is to shed light on the challenges of online learning for students at the university level. And then to try to find out the possible solutions and recommendations to enhance online learning for the benefit of students.

scholarly journals The Analysis of Peace Teaching Practices at the University Level in Pakistan

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 117-127
Author(s):  
Tariq Manzoor ◽  
Dr. Muhammad Sarwar ◽  
Ashfaque Ahmad Shah
Keyword(s):  
Teaching Practices ◽  
Quantitative Methods ◽  
Mixed Methods Design ◽  
Qualitative And Quantitative Methods ◽  
Education Commission ◽  
Teachers And Students ◽  
University Level ◽  
Multistage Sampling ◽  
Teaching Peace ◽  
The University

The peaceful coexistence among people is the key to a stable and progressing world. The focus of the study was to examine the desired and existing level of peace teaching practices at the university level. Convergent mixed methods design was considered best fit, using qualitative and quantitative methods. Respondents of the study were all administrators, the teachers, and BS students at the universities of Pakistan. Multistage sampling techniques were used for the selection of the respondents. Three instruments were used in this study; first and second instruments were self-developed questionnaires consisting of 50 items both for teachers and students used to collect quantitative data. The reliability of questionnaires was computed after pilot testing applying Cronbach’s Alpha (0.92). The third instrument i.e. interview schedule consisted of (5) questions, was used to collect qualitative data. The analysis of data revealed that the desired level for peace teaching practices and its subsidiary values is significantly greater than the existing level of peace teaching practices. It leads to the conclusion that there is more need for teaching peace and its subsidiary values to university students. Higher Education Commission (HEC) of Pakistan may suggest a separate course on peace in its policy guidelines for the universities under its auspices.

scholarly journals Learners with Special Needs: Problems faced by Students and Teachers at University Level

2021 ◽  
Vol 4 (4) ◽  
pp. 783-795
Author(s):  
Ghazal Khalid Siddiqui ◽  
Syeda Naureen Mumtaz ◽  
Farah Shafiq
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Psychological Issues ◽  
Single Person ◽  
Teachers And Students ◽  
University Level ◽  
The Right ◽  
The University ◽  
Physically Handicapped

Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. Literature provides pieces of evidence that this area of education is often neglected and therefore this qualitative research aimed to highlight the importance of inclusive education in Pakistan. As there were limited researches available and most of them are based on document analysis so, the 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level. For this purpose, a phenomenological design was used and both teachers and their students took interviews. Both teachers and students that obstruct teaching and learning in inclusive classrooms identified the following four zones. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom.

scholarly journals Teaching through performing arts in higher education: Examples in engineering and psychology

2020 ◽  
Vol XIV (2) ◽  
pp. 1-25
Author(s):  
Laure Kloetzer ◽  
Simon Henein ◽  
Ramiro Tau ◽  
Susanne Martin ◽  
Joëlle Valterio
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Bachelor's Degree ◽  
Individual Interviews ◽  
Sociocultural Approach ◽  
Teachers And Students ◽  
University Level ◽  
Collective Creation ◽  
The University ◽  
École Polytechnique

This paper introduces two courses making use of performing arts at university level. The first course, taught by Prof. Simon Henein and his colleagues, called Improgineering, aims to teach collective creation through improvisation to master’s degree students in engineering at the EPFL (Ecole Polytechnique Fédérale de Lausanne, Switzerland). The second course, taught by Prof. Laure Kloetzer and her colleagues, aims to introduce the Psychology of Migration via a sociocultural approach to bachelor’s degree students in psychology and education at the University of Neuchâtel (Switzerland). After briefly introducing the topic of performing arts in higher education (section 1), the paper offers a description of the two courses (sections 2 and 3). These are complemented by teachers’ and students’ impressions of the course, as analyzed from individual interviews, focus groups and students’ learning diary entries (section 4). The conclusion presents some reflections on the convergences of the pedagogical designs of the courses, drafting a pedagogical model for using performing arts within higher education (section 5).

Developing crosslinguistic awareness through plurilingual consciousness-raising tasks

2021 ◽  
pp. 136216882110565
Author(s):  
Nina Woll ◽  
Pierre-Luc Paquet
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Perceived Usefulness ◽  
Target Language ◽  
Metalinguistic Awareness ◽  
Consciousness Raising ◽  
Language Courses ◽  
Mixed Feelings ◽  
University Level ◽  
The University

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless, learners were shown to build on knowledge of previously acquired languages, to rely on language learning experience and to develop metalinguistic awareness. This study explores the perceived usefulness of a plurilingual consciousness-raising task that aims at helping learners make and strengthen connections between the TL and other previously acquired languages. Two university-level language courses were targeted: Spanish in Quebec and French in Mexico. Two customized tasks were implemented and recorded in each course throughout the semester. Each task included an input-based (discovery) phase, a reflective (metalinguistic) phase during which participants were asked to make assumptions on underlying patterns and correspondences across languages, and a validation phase where they presented their assumptions until reaching a consensus as a group. While tasks were generally perceived as useful, analyses of post-task questionnaires also revealed mixed feelings regarding its inductive stance. However, the verbal data collected demonstrated that the collaborative and metalinguistic reflective nature of the task permitted learners to find correspondences between languages and to engage in knowledge construction. Moreover, the various reflections collected indicate that learners benefitted from the task as groups engaged in metalinguistic reflections, activated their plurilingual repertoire and were able to create accurate assumptions regarding the targeted structure.

scholarly journals The Development of Covey Trust Concepts Inside University

EDUTECH ◽  
2018 ◽  
Vol 17 (1) ◽  
pp. 68
Author(s):  
Indra Gamayanto ◽  
Titien Sukamto ◽  
Rizka Nugraha ◽  
Asih Rohmani ◽  
Ibnu Utomo WM ◽  
...  
Keyword(s):  
Young Adults ◽  
Human Resources ◽  
Life Time ◽  
Self Esteem ◽  
Know How ◽  
Inhibiting Factors ◽  
Two Factors ◽  
University Level ◽  
The University ◽  
Trust Systems

Universities and education are important factors that need to be taken very seriously as the pro-cess will produce useful human resources to create useful progress for the community. The 8th Habits Method is one of the most proven methods to apply at the University level, especially to lecturers and students. Applying The 8th Habits Method is a big challenge that deserves to be accepted because it will result in the discovery of the purpose of life or the sound (meaning) of self as we know that there are many students (millennial generation) who do not have it and this may also happen to the lecturer. Dr Maggie Gilewicz in her book entitles Why Young Adults Don’t Know What to Do With Their Lives And What Can Be Done About It? argues that students and young adults do not know how they spend their life time because nothing can encourage them and no support from the environment (Gilewicz, 2017). On the other hand, parents focus on build-ing the millennial children’ self-esteem and always protect them from disappointments (Vance and Stephens, 2010). This paper offers some hypothesis and its application to the lecturers and students because both cannot be separated and should work in synergy to achieve The 8th Habits. Internal and external influences are also things that need to be examined and responded positively as these are two factors that can be one of the inhibiting factors in applying The 8th Habits-Covey trust systems. Finally, it is important that lecturers and students keep learning to be able to think and be positive, creative and flexible to be able to apply The 8th Habits-covey trust systems. Universitas dan pendidikan adalah faktor penting yang harus disikapi dengan sangat serius meng-ingat kedua factor ini akan menghasilkan sumber daya manusia yang berguna untuk menciptakan kemajuan dalam masyarakat. The 8th Habits Method merupakan salah satu metode yang paling terbukti dapat diterapkan di tingkat perguruan tinggi, khususnya pada dosen dan mahasiswa. Pen-erapan The 8th Habits Method adalah suatu tantangan besar yang harus dihadapi karena akan berujung pada penemuan tujuan hidup atau makna diri karena sebagaimana yang kita ketahui ban-yak mahasiswa (generasi millennial) yang tidak memilikinya dan hal sama dapat pula terjadi pada dosen. Dr Maggie Gilewicz dalam bukunya yang berjudul Why Young Adults Don’t Know What to Do With Their Lives And What Can Be Done About It? berpendapat bahwa maha-siswa dan remaja dewasa tidak mengetahui bagaimana mereka akan menghabiskan masa hidup mereka karena tidak ada yang mendukung mereka termasuk dukungan dari lingkungan (Gilewicz, 2017). Di sisi lain, orangtua terpaku pada bagaimana agar anak-anak mereka dapat menghargai diri mereka dan selalu melindung mereka dari hal-hal yang dapat mengecewakan mereka (Vance and Stephens, 2010). Artikel ini menawarkan hipotesis dan aplikasinya pada dosen dan mahasiswa kerena keduanya tidak terpisahkan dan harus bersinergi untuk mencapai The 8th Habit. Pengaruh internal dan eksternal penting pula untuk diketahui dan direspon secara positif karena dua faktor ini dapat menjadi penghalang penerapan The 8th Habit-Covey trust systems. Oleh karena itu, penting bagi dosen dan mahasiswa untuk terus belajar agar dapat berpikir dan menjadi positif, kreatif, dan fleksibel sehingga dapat menerapkan The 8th Habit-Covey trust systems.

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