scholarly journals USING INTERNET RESOURCES TECHNOLOGY FOR EFFECTIVE TEACHING AND LEARNING OF VOCATIONAL AND TECHNICAL EDUCATION

2014 ◽  
Vol 15 (2) ◽  
pp. 39-46
Author(s):  
B. I. Okeh ◽  
N. I. Lawal ◽  
S. Babangida
Keyword(s):  
Teaching Strategies ◽  
Teaching And Learning ◽  
Technical Education ◽  
Universal Access ◽  
Developing Nations ◽  
Internet Resources ◽  
Subject Specific ◽  
Vocational And Technical Education ◽  
Effective Teaching And Learning ◽  
The Impact

Internet Resources and Technologies have become an integral part o f education globally. Computer education and computer in education are two aspects o f technology that enhanced Teaching and Learning o f Vocational and Technical subjects. In addition, it stressed the importance o f teaching and learning o f Vocational and Technical Education (VTED) in technology fantasy environment using simulation, interactive, explorative, and subject specific software. It highlighted the impact o f using internet and technologies in the unification o f some modern teaching strategies, the barriers faced by developing nations, and urges schools to expand their libraries to include ICT unit for universal access. Some recommendations were forwarded which includes: Internet facilities and computers should be provided in all vocational and technical institutions o f learning, and powerful broadband servers should be provided that will stand the test o f time.

scholarly journals Developing Teaching Strategies in the EHR Era: A Survey of GME Experts

2016 ◽  
Vol 8 (4) ◽  
pp. 581-586 ◽  
Author(s):  
Amber R. Atwater ◽  
Mariah Rudd ◽  
Audrey Brown ◽  
John S. Wiener ◽  
Robert Benjamin ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Limited Information ◽  
Face To Face ◽  
Telephone Interviews ◽  
Hands On ◽  
Effective Teaching And Learning ◽  
The Impact

ABSTRACT Background  There is limited information on the impact of widespread adoption of the electronic health record (EHR) on graduate medical education (GME). Objective  To identify areas of consensus by education experts, where the use of EHR impacts GME, with the goal of developing strategies and tools to enhance GME teaching and learning in the EHR environment. Methods  Information was solicited from experienced US physician educators who use EPIC EHR following 3 steps: 2 rounds of online surveys using the Delphi technique, followed by telephone interviews. The survey contained 3 stem questions and 52 items with Likert-scale responses. Consensus was defined by predetermined cutoffs. A second survey reassessed items for which consensus was not initially achieved. Common themes to improve GME in settings with an EHR were compiled from the telephone interviews. Results  The panel included 19 physicians in 15 states in Round 1, 12 in Round 2, and 10 for the interviews. Ten items were found important for teaching and learning: balancing focus on EHR documentation with patient engagement achieved 100% consensus. Other items achieving consensus included adequate learning time, balancing EHR data with verbal history and physical examination, communicating clinical thought processes, hands-on EHR practice, minimizing data repetition, and development of shortcuts and templates. Teaching strategies incorporating both online software and face-to-face solutions were identified during the interviews. Conclusions  New strategies are needed for effective teaching and learning of residents and fellows, capitalizing on the potential of the EHR, while minimizing any unintended negative impact on medical education.

Teaching Philosophy Statements

2020 ◽  
Vol 44 (5) ◽  
pp. 577-587 ◽  
Author(s):  
Melinda Laundon ◽  
Abby Cathcart ◽  
Dominique A. Greer
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Promotion And Tenure ◽  
Teaching Awards ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Learning Analysis

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

scholarly journals Observation manuals as lenses to classroom teaching: Pitfalls and possibilities

2017 ◽  
Vol 17 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Kirsti Klette ◽  
Marte Blikstad-Balas
Keyword(s):  
Teaching And Learning ◽  
Classroom Teaching ◽  
Common Language ◽  
Local Production ◽  
Teaching Approaches ◽  
Subject Specific ◽  
Observation Instruments ◽  
Recent Developments ◽  
The Impact

The aim of this paper is to discuss the role of coding and observation manuals in classroom studies. While observation manuals have been a part of the methodological toolkit for measuring various aspects of instruction for decades, the field has also been suffering from ‘paradigm wars’, fragmentation and local production of instruments. Common frameworks for investigating teaching are needed, including observation instruments for teaching that are both generic and subject specific. Such common tools for research developed within an integrated methodological design could help researchers make progress in aggregating knowledge about the impact of different teaching approaches across settings and subjects. This article serves as one such integrative mechanism by summarizing and reviewing existing manuals targeted towards developing knowledge for and in teaching. The analysis provides status, overview and focus of the different observation manuals; additionally, the article discusses how recent developments in instruments and coding procedures might provide increased rigour and a shared vocabulary to talk about teaching. We discuss both pitfalls and possibilities of coding manuals, and argue that if used in a reflexive manner, coding manuals can provide a common language and vocabulary when talking about – and researching – classroom teaching and learning.

scholarly journals The role of social media in reshaping the academic activities of vocational and technical education lecturers in Nigeria

2019 ◽  
Vol 8 (4) ◽  
pp. 735
Author(s):  
Adamu Muhammaed Jebba
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Technical Education ◽  
Innovative Teaching ◽  
Learning Platform ◽  
Academic Activities ◽  
The Future ◽  
Vocational And Technical Education ◽  
Use Of Social Media

<span lang="EN-US">The use of social media is one of the predominant features in the average daily life of students and lecturers across tertiary institutions in Nigeria. It was against this backdrop that this study was carried out to determine the role of social media in reshaping the future of academic activities among lecturers of Vocational and Technical education in Nigeria. The study adopted descriptive survey research design. A structured questionnaire consisting of 40- items was developed by the researcher for data collection. The reliability of the instrument was determined using Kuder Richardson (KR20) formula which yielded 0.85. The population of the study comprised lecturers from the two Colleges of Education in Niger State.  Four research questions guided the study. The findings revealed among others that social media is a technological tool that can reshape the future of teaching Vocational and Technical education as it brings with it new opportunities which is capable of promoting collaborative teaching and learning as well as the potential to promote and reshape the future of higher education in institutions of learning. Furthermore, the trend according to the findings of this study revealed that the overwhelming patronage is in terms of making new friends (online), playing games, exchange of affectionate/love messages, online chatting, sharing selfies, spreading false information, hate speeches, and even quarrelling with virtual friends. On the basis of these findings, some recommendations were made which among others include the need for the college management to mount capacity building programmes to retrain the lecturers to understand the concept of social learning and to keep them abreast with innovative teaching and learning platform such as social media.</span>

scholarly journals FACTORS AFFECTING THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICY IN PRIVATE SECONDARY SCHOOLS IN EDO STATE

2015 ◽  
Vol 16 (1) ◽  
pp. 12
Author(s):  
Roseline O Osagie
Keyword(s):  
Secondary Schools ◽  
Federal Government ◽  
Government Policy ◽  
Technical Education ◽  
Instructional Materials ◽  
Factors Affecting ◽  
Vocational And Technical Education ◽  
Edo State ◽  
The Government ◽  
The Impact

The government policy directive to secondary schools has been to diversify their programs to include vocational and technical education in the 6-3-3-4 system in order to make provision for students with varying aptitudes. This article explores the impact of this policy by examining some factors affecting the implementation of the policy in private secondary schools in Edo state. Subjects for the study were fifty (50) students, fifty (50) teachers and five (5) principals randomly drawn from five(5) private secondary schools in Edo State. The study utilized interviews, observations and a questionnaire to assess the implementation of government policy onvocational and technical education in private secondary schools in Edo State. The findings showed that there was a dearth of qualified teachers for vocational and technical subjects, poor infrastructure, lack of equipment, instructional materials and books. The schools were not adequately financed. It was observed that the federal government did not make adequate preparations before it issued directives for the take off of the programs in the schools. Recommendations were made for the federal government to sensitize the public on the importance of vocational and technical education, as it plays a vital and indispensable role in the economic and technological development of the country.

scholarly journals Students’ Perceptions of Factors Contributing to Performance in Accounting Principle Courses

2021 ◽  
Vol 10 (5) ◽  
pp. 18
Author(s):  
Faisal Dhifallah Alfordy ◽  
Rohana Othman
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Approaches ◽  
Accounting Principles ◽  
Accounting Principle ◽  
Critical Components ◽  
Effective Teaching And Learning ◽  
The Impact

Undergraduate students’ performance has been extensively studied to identify the critical components in effective teaching and learning pedagogies. This study aims to determine whether the teachers’ practices and implementation of Classroom Assessment Techniques (CAT) enhanced students’ performance in Accounting Principles’ courses and assess students’ perceptions concerning the impact of English language proficiency (EP) and the availability of Saudi-centric textbook materials on students’ performance. Additionally, this study employed the questionnaire survey approach to gain insights into accounting undergraduates’ perceptions of academic performance in Accounting Principles courses. As most students were found to be underachievers, the study outcomes led researchers to propose active learning approaches using CAT as an initiative towards improving students’ performance in benefitting the university and positively transforming the teaching and learning environment.

scholarly journals The impact of the COVID-19 pandemic on global neurosurgical education: a systematic review

2021 ◽  
Author(s):  
Raunak Jain ◽  
Raquel Alencastro Veiga Domingues Carneiro ◽  
Anca-Mihaela Vasilica ◽  
Wen Li Chia ◽  
Abner Lucas Balduino de Souza ◽  
...  
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Virtual Technology ◽  
Middle Income ◽  
Elective Surgical Procedures ◽  
Surgical Exposure ◽  
Effective Teaching And Learning ◽  
The Impact

Abstract The COVID-19 pandemic has disrupted neurosurgical training worldwide, with the shutdown of academic institutions and the reduction of elective surgical procedures. This impact has disproportionately affected LMICs (lower- and/or middle-income countries), already burdened by a lack of neurosurgical resources. Thus, a systematic review was conducted to examine these challenges and innovations developed to adapt effective teaching and learning for medical students and neurosurgical trainees. A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA-P) and The Cochrane Handbook of Systematic Reviews of Interventions. MEDLINE, PubMed, Embase and Cochrane databases were accessed, searching and screening literature from December 2019 to 5th December 2020 with set inclusion and exclusion criteria. Screening identified 1254 articles of which 26 were included, providing data from 96 countries. Twenty-three studies reported transition to online learning, with 8 studies also mentioned redeployment into COVID wards with 2 studies mentioning missed surgical exposure as a consequence. Of 7 studies conducted in LMICs, 3 reported residents suffering financial insecurities from reduced surgical caseload and recession. Significant global disruption in neurosurgical teaching and training has arisen from the COVID-19 pandemic. Decreased surgical exposure has negatively impacted educational provision. However, advancements in virtual technology have allowed for more affordable, accessible training especially in LMICs. Using this, initiatives to reduce physical and mental stress experienced by trainees should be paramount.

scholarly journals Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES

2021 ◽  
Author(s):  
Emily White
Keyword(s):  
Teaching And Learning ◽  
Holistic Approach ◽  
Evidence Based ◽  
Learning Progressions ◽  
Learning Progression ◽  
Proximal Development ◽  
Empirical Learning ◽  
Education Support ◽  
Effective Teaching And Learning ◽  
The Impact

Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.

scholarly journals Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study

2021 ◽  
Vol 11 (7) ◽  
pp. 347
Author(s):  
Ranjit Vijayan
Keyword(s):  
Mental Health ◽  
Teaching Strategies ◽  
Low Income ◽  
Topic Modeling ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Experience ◽  
Treatment Strategies ◽  
The Impact

The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.

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