scholarly journals Why Web-Conferencing Matters: Rescuing Education in the Time of COVID-19 Pandemic Crisis

2021 ◽  
Vol 6 ◽  
Author(s):  
Surattana Adipat
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Field Trips ◽  
Higher Learning ◽  
Physical Interaction ◽  
Web Conferencing ◽  
Teaching And Learning Environment ◽  
Technological Advances ◽  
Teachers And Students ◽  
Learning Institutions

Physical interaction between humans has steadily decreased over the past year as a result of the COVID-19 pandemic. As a result, the adoption of e-conferencing has seen a huge increase in conducting business globally and technologically mediated interactions are now the order of the day—the new normal. The virtualization of meetings promotes collaboration among colleagues, target markets, associates, teachers, and students working towards the organization’s objectives. Using web conferencing in learning meets the primary goal of both educators and students. It facilitates the creation of the best learning environment for students and aids in the realization of a balance between life and teaching duties for educators. Through web conferencing, higher learning institutions have the ability to capitalize on the available technologies to expand access to instructors online while also creating new experiences in the teaching and learning environment. The elimination of the need to travel for students’ field trips has also been realized due to technological advances, and virtual tours have replaced these trips. A descriptive approach is adopted for the study, and it relies on information from peer-reviewed journals. Drawing from the literature review, the study first identifies web-conferencing in various facets of education. Secondly, it discusses web-conferencing adoption and its influence on teaching and learning. Third, a discussion on the importance and benefits as well as disadvantages of web-conferencing is outlined. Fourth, the study exemplifies two web-conferencing platforms: Zoom and Google Meet. The study further discusses the future of adopting web-conferencing in education.

Cohort Programming

2009 ◽  
pp. 276-285
Author(s):  
James E. Witte ◽  
Iris M. Saltiel ◽  
Maria Martinez Witte
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Lifelong Learners ◽  
Transfer Of Skills ◽  
Teaching And Learning Environment ◽  
Technological Advances ◽  
Technological Tools ◽  
E Learning ◽  
Electronic Teaching ◽  
Effective Use

This chapter examines the use of cohort programming within the Career Technical Education field. Cohorts are ideal formats for CTE curricula since students participate in the majority of coursework together. They provide mutual academic and intellectual encouragement and reinforce the transfer of skills to the workplace. Developing cohorts within an online electronic teaching and learning environment is addressed at formal and informal levels. Instructing and facilitating in an e-learning environment requires the effective use of technological tools, which are overviewed in this chapter. Also addressed are instructor challenges and methods that will continually evolve as technological advances occur. Cohort programming is an innovative and practical way of enhancing student economic opportunities and creating lifelong learners.

scholarly journals Model for Mathematics Teachers Development

2019 ◽  
pp. 1-8
Author(s):  
Evans Atteh ◽  
Emmanuel Appoh Andam
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 3 – step model that can be adopted by every mathematics teacher and various training settings to effectively move teaching towards an active learning environment. This model which is built upon existing ideas proposed over the years in education and best practices concerning cognitive development and effective teaching and learning environment tends to equip teachers with very useful skills for classroom instructions. Ultimately, this model can aid teachers to move teaching and learning towards an active learning environment which is more effective and enjoyable for teachers and students for learning.

scholarly journals Happy Schools: Perspectives and Matters of Organization-Pedagogy in School’s Building and Development

2021 ◽  
Vol 14 (6) ◽  
pp. 92
Author(s):  
Phạm Minh Giản ◽  
Đặng Quốc Bảo ◽  
Tăng Thái Thụy Ngân Tâm ◽  
Phạm Văn Tặc
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Current Situation ◽  
Teaching And Learning Environment ◽  
The World ◽  
School Innovation ◽  
Teachers And Students ◽  
Cultural Leaders

Building “happy schools” has been one of the key concerns by many countries in recent years with an aim to create a friendly, safe, and happy teaching and learning environment so that teachers and students can have more motivation in improving their teaching and learning achievements, thus bringing forth more happiness to the involved individuals and organizations. The article introduces the concept of a “happy school”, outlined the perspectives on building happy schools by the world and Vietnamese political, cultural leaders, educational researchers as well as organizations so that they can be applied in the process of educational innovation. Thereby, the authors identify the key elements and criteria for such a “happy school” model, clarify the roles of the schools’ headmasters as well as summarize a set of ten messages for a happy school to prepare under the current situation of school innovation.

scholarly journals Model for Implementing Cooperative Learning in a Mathematics Classroom

2020 ◽  
pp. 14-19
Author(s):  
Evans Atteh ◽  
Augustine Boadi ◽  
Emmanuel Appoh Andam
Keyword(s):  
Cooperative Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Learning Approach ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 5-step model that can be adopted or implemented by every mathematics teacher and various training settings to effectively move teaching and learning towards an active cooperative learning environment. This model is built upon existing ideas proposed over the years by scholars in education and best practices concerning effective teaching and learning environment which tends to equip teachers with very useful skills and guidelines for classroom instructions concerning cooperative learning approach. Consequently, this model can assist instructors to move teaching and learning towards an active cooperative learning environment which has been proven as more effective and enjoyable for teachers and students for learning.

scholarly journals Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

2021 ◽  
pp. 1-9
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Environmental Science ◽  
Early Stage ◽  
Atmospheric Science ◽  
Field Trips ◽  
Higher Learning ◽  
Learning Activities ◽  
Course Development

Aims: With increasing emphasis on learners-centered approach in teaching and learning, engaging students in course development and refinement is crucial. This study aims to foster a participatory approach in course development by engaging students in meaningful discourse at the early stage of an atmospheric science course. Study design:  This is a qualitative study which employed the grounded theory for data analysis. Place and Duration of Study: The study was conducted in March 2021 in an international higher learning institution located in the Guangdong Province of China. Methodology: This qualitative study invited a year 3 cohort of environmental science students taking an atmospheric science and pollution course in an international higher learning institution in China to participate in a meaningful discourse about the course in week 2 of the semester. Their responses were transcribed and the transcripts analyzed with NVIVO based on the grounded theory. The transcripts were coded, the themes were drawn and the relationship was probed. Results: This study identified three overarching themes from the codes, namely assessment, course contents and learning activities, whose codes covered 4.5%, 17.8% and 23.1% of the text respectively. Codes for assessment comprise practical assignment and multiple-choice question, while those for course contents include black carbon, modelling, greenhouse gases, zero-carbon, and removal of Freon. Codes for learning activities include case studies, debate, field trips and quizzes. The words most frequently appeared in the transcripts are learning and field. The findings reflect expectations for interactive learning, simulation-based learning, authentic assignments and activities, experiential learning via field trips and problem-based learning. These are in line with the established pedagogies for environmental science. Conclusion: This study shifts the paradigm of students’ engagement in the increasingly learner-centered educational setting where students are proactively involved in course development in the early stage of teaching and learning instead of reactively involved through feedback collection at advanced stages.

scholarly journals A Foucauldian Discourse Analysis of an Engineering Programme

2021 ◽  
Author(s):  
◽  
Craig Watterson
Keyword(s):  
Discourse Analysis ◽  
New Zealand ◽  
Learning Environment ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Staff ◽  
Extensive Literature ◽  
Complex Situation ◽  
Teaching And Learning Environment

<p>The extensive literature relating to student barriers within the Science, Technology, Engineering and Mathematics (STEM) fields and, in particular, engineering education illustrates that STEM education has a widespread problem in retaining students. A plethora of studies have concentrated on placing the student at the centre of the problem – for example by focusing on student academic ability, work habits and social background. By analysing staff interviews, and investigating pertinent factors from the surrounding institutional, cultural and social environment, I shift the focus away from the phenomenological experience of individuals to examine the way power relations affect the teaching and learning environment. Foucauldian Discourse Analysis (FDA) offers a theoretical and methodological basis for critically exploring networks of power, through the investigation of discourse and can provide insights into the complex situation in the School of Engineering and Computer Science (ECS).  I use FDA to ask: how is power experienced and manifested by lecturers in the Bachelor of Engineering with Honours (BE) first-year teaching and learning environment at Victoria University of Wellington (VUW), New Zealand. I do this by analysing transcripts of interviews with teaching staff, as well as ECS, University, and Government documentation. By adopting an FDA approach to lecturers’ experiences of power, situated in the New Zealand neoliberal educational context, I aim to identify issues that impact the teaching and learning environment. These include academic practices relating to Government and University pressure to increase engineering student recruitment and retention numbers, an academically diverse incoming student cohort, course design, teaching and research. From a Foucauldian perspective, the New Zealand Government, the University, its lecturers, and students are all part of an educational setting comprising a complex network of power relationships active in the operation of the teaching and learning environment.  By placing lecturers at the epicentre of the situation and by understanding how lecturers both experience and exercise power in the teaching-learning environment, the issue of student retention may be re-framed. This study offers a unique perspective from which we can assess these problematic experiences at the source, whether that be at government, institution, department, teacher or learner level. As such, by exploring the operation of power, this thesis explores an important aspect of the retention problem which has never been fully investigated in NZ engineering education.</p>

A Case Study of Translanguagingin Bilingual Teaching and Learning in Public Universities in Malaysia

2021 ◽  
Vol 12 (3) ◽  
pp. 381-389
Author(s):  
Zuraini Ramli Et.al
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Public Universities ◽  
Higher Learning ◽  
Medium Of Instruction ◽  
Bilingual Teaching ◽  
Audio Recordings ◽  
Learning Institutions ◽  
Cross Language

This study aims to explore the cross-language learning, referred astranslanguaging in bilingual teaching and learning(T&L) at the level of higher learning institutions, through the analysis of case studies conducted at three Public Universities (UA) in Malaysia. This study uses a case study method involving three lecturers in three UAs in Malaysia. Data is derived from audio recordings of three lectures per lecturer, in-class observations, as well as interviews with lecturers and a group of students from each class.Alllecture recordings and interviews were transcribed and qualitatively analysed.This study shows that translanguaging occurs in all recorded T&L sessions.Translanguagingbecomes the practice for bothlecturers and students as it encourages students to be more interactive and responsive and to prepare students to join the broaderscientific community on an international level.This study is equally crucial for both partiessince the use of a language ​​other than the medium of instruction should be given space in T&L in public universities which uses English as the medium of instruction.

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