scholarly journals Estrategias didácticas en un entorno universitario como apoyo a la educación presencial

2019 ◽  
pp. 34-46
Author(s):  
Jovita Georgina Neri-Vega ◽  
Maribel Quezada-Moreno ◽  
Yolanda Cortés-Álvarez ◽  
Aarón Iván González-Neri
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Information Storage ◽  
University Environment ◽  
Face To Face ◽  
Teaching Learning ◽  
The University ◽  
Assessment Questionnaire

This work presents research related to the learning strategies used in a university environment in face-to-face education, the strategies mentioned are the active master class, the case study, the debate, the game of roles and project-based learning. Methodology: A descriptive design was used, carrying out data collection through the "University Students Learning Strategy Assessment Questionnaire". Results: Students have enough learning strategies to achieve the objective of their university studies successfully. In addition, there is acceptance by students of the implementation of the various strategies in a face-to-face course, as it allows them to address the issues using the strategy that allows better learning. Conclusions: Given the process of applying the educational model in Higher Education, learning environments should be created that facilitate innovation and student participation in the teaching-learning process, considering both the component teaching as the human dimension. In in-person students, the results demonstrate better information storage skills.

scholarly journals Transition of graduates from backpack‐to‐briefcase: a case study

2008 ◽  
Vol 50 (6) ◽  
pp. 489-499 ◽  
Author(s):  
Peter McIlveen ◽  
Dominic Pensiero
Keyword(s):  
Career Development ◽  
Learning Strategies ◽  
Career Services ◽  
Content Type ◽  
University Environment ◽  
New Graduates ◽  
Career Service ◽  
The World ◽  
The University

PurposeThe purpose of this paper is to overview the Backpack‐to‐Briefcase project which established a set of prototype career development learning strategies for Australian university career services, with the aim of contributing to their services for supporting students and graduates to make a smoother transition into graduate employment and the world‐of‐work.Design/methodology/approachA case study analysis of the development and implementation of three career development learning interventions is described. These interventions include: employability skills workshops for students; career mentoring for students; and services to small and medium sized employers to support their recruitment and induction of new graduates into their worksites.FindingsThe prototype interventions developed in the project extended the work of the university's Career Service. The interventions were judged as having the capacity to be readily implemented by university career services. A key outcome was the success of the graduate‐induction initiative which engaged small and medium sized employers traditionally unfamiliar with or unable to enter the graduate recruitment market.Originality/valueThis case study highlights the value of university career services' contributions to undergraduate preparation for the world‐of‐work, particularly in regional areas. Furthermore, the case study highlights the importance of inter‐departmental cooperation within the university environment, and the value of university‐industry collaboration toward the goal of improving graduates' transitions into the workforce, particularly in rural and regional areas.

scholarly journals The Online Learning Strategies: A Case Study On English Teachers in East Nusa Tenggara Province-Indonesia

2021 ◽  
Vol 3 (11) ◽  
pp. 39-44
Author(s):  
Gracia M. N. Otta
Keyword(s):  
High School ◽  
Online Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
School Teacher ◽  
English Teachers ◽  
Face To Face ◽  
Face To Face Learning ◽  
Teaching Learning

During the covid 19 pandemic, online learning, and its terms are not strange things in East Nusa Tenggara. The establishment of Learning from home was started from March to June 2020 to prevent the spread of Covid-19. This research is a case study of eleven English teachers who serve in certain areas around East Nusa Tenggara; five teachers of Senior High School/Vocational School, five teachers of Junior High School, and one Elementary School teacher. Its purpose was to describe the methods in the English teaching-learning process in a pandemic situation. The data of this descriptive study were obtained through WhatsApp non-facial interviews and analyzed by reducing and categorizing similar results. The results showed that the teachers applied two methods, both offline and online.  From March to June 2020, the teachers managed their classes in the online process by using some applications. Whereas, in the Uneven Semester 2020-2021, the safe areas return to face-to-face learning in limited learning duration. The most prominent obstacle in online learning was the limitation of gadgets since the students did not have adequate tools. Financially, parents' income has decreased for they could not meet the needs of internet data packages. Students who returned to their hometown also experienced problems regarding network services. These conditions cause more obstacles to teachers in managing online classes. Therefore, teachers implemented several strategies to solve these obstacles by creating a WhatsApp group or arranging them into small groups based on their locations and there were students with smartphones to browse for materials or send the assignments. In addition, students were allowed to consult and collect the assignments at school based on scheduled agreements. The situation continues to Even Semester 2020-2021 and gradually turned to limited face-to-face meetings at school in the Uneven Semester 2021-2022.

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

2021 ◽  
Vol 20 ◽  
pp. e3133
Author(s):  
Daniela Carine Schmitt ◽  
Diones Kleinibing Bugalho ◽  
Silvana Dalmutt Kruger
Keyword(s):  
Learning Strategies ◽  
Social Isolation ◽  
Teaching Strategies ◽  
Learning Process ◽  
Face To Face ◽  
The Social ◽  
Teaching Cases ◽  
Teaching Learning ◽  
Isolation Period

The purpose of this text is to identify the main strategies of the teaching-learning process, as well as the perceptions of professors during the period of social isolation in the context of the pandemic generated by Covid-19. The study sample consists of 52 professors from the Administration, Accounting, and Economic Sciences courses, working in four higher education institutions in the southern region of Brazil. The survey carried out through a questionnaire comprising 32 questions, collected the respondents' identification, the perceptions of the teaching process, and the teaching-learning strategies used from the insertion of classes remotely as an alternative in the social isolation period. As data treatment, descriptive statistics, and the Mann-Whitney statistical test were used, the analysis is quantitative. The results show that, for 96% of those surveyed, the disciplines took place remotely; 92% indicate pedagogical adaptations, and 76% responded that the institution offered training. The main teaching strategies used in the period of social isolation are: expository classes with the presentation of content on slides (98%); exercises with resolution (90%); case study (69%); and content-oriented research/reading (52%). The statistical analysis shows that professors who used problematization/teaching cases, debates, and games believe they have achieved the teaching-learning objectives. In the perception of 54% of professors, classes held remotely do not represent losses in students' teaching-learning process and have achieved their objectives. In general, the results demonstrate adaptation of face-to-face classes to the remote format. The findings suggest the importance of inserting technologies as teaching strategies, regardless of whether the model is face-to-face or not.

Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University

2020 ◽  
pp. 57-77
Author(s):  
Lisa Jasinski ◽  
Coreen W. Davis ◽  
Annie Biggs ◽  
Julie A. Schell
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Learning Strategies ◽  
Project Based Learning ◽  
Learning Goals ◽  
Graduate Courses ◽  
Course Content ◽  
University Of Texas ◽  
The University

This chapter explores how one graduate-level seminar incorporated technology and insights from the science of learning to improve the delivery and assessment of course content. Drawing on the case study, “Technology and Innovation in Higher Education,” an elective seminar for master's and doctoral students taught at The University of Texas at Austin (2015-2017), the authors discuss the benefits of project-based learning, retrieval-based learning strategies, and the use of diverse teams in educational settings. The authors consider how technology was used in this blended-learning/hybrid course to more efficiently and effectively achieve the learning goals. The chapter concludes with practical recommendations for instructors who seek to incorporate insights from the science of learning in their graduate courses.

scholarly journals Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

2021 ◽  
pp. 281-294
Author(s):  
Muayad Abdulhalim Ahmad Shamsan ◽  
Jamal Kaid Mohammed Ali ◽  
Taha Ahmed Hezam
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Face To Face ◽  
Online Study ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
Efl Students ◽  
Teaching Learning ◽  
The University

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

scholarly journals Uso de un ambiente virtual de aprendizaje en la ingeniería en sistemas computacionales del Tecnológico de Ciudad Valles como herramienta de apoyo a las clases presenciales

2019 ◽  
pp. 7-14
Author(s):  
Rosa Imelda GARCIA-CHI ◽  
María Antonieta HERNANDEZ ◽  
Nelly Rosina IZAGUIRRE-CÁRDENAS ◽  
Arturo EGUIA-ALVAREZ
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Face To Face ◽  
Qualitative And Quantitative ◽  
The Face ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Student Competencies

The article is the result of an educational research project of the National Technological Institute of Mexico that involves Virtual Learning Environments (AVA). The objective is to determine the impact of using a VPA as a tool in the teaching-learning process of the face-to-face classes of the Ciudad Valles Technology. The methodology is mixed, qualitative and quantitative. The quantitative number determines the number of teachers used by AVA, the number of students in a Blending Learning (B-Learning) course, the number of courses designed in Moodle. In the qualitative, the impact of B-Learning on students is analyzed; determining the degree of motivation and performance that is generated when using AVA and the ability to use information technology to generate their learning strategies. A composite and structural analysis of the AVA used in the institute is presented, the research hypothesis is disclosed: the use of an AVA as a b-learning strategy, improves the level of performance of student competencies compared to students who follow classroom learning strategies. The manner in which the research is conducted, the frame of reference is described and relevant results and conclusions are shown.

scholarly journals Dance Learning Strategy Using a Web-Based Course for Blended Learning

2021 ◽  
pp. 114-120
Author(s):  
Wida Rahayuningtyas ◽  
Ike Ratnawati ◽  
Agnisa Maulani Wisesa ◽  
Andi Ihsan
Keyword(s):  
Music Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Objectives ◽  
Study Program ◽  
Face To Face ◽  
Web Course ◽  
The University ◽  
The Web

The COVID-19 pandemic has had an impact on the dance education process in Indonesia. Teachers of dance are required to be more innovative in designing learning so that the expected learning objectives can be achieved especially skill-based learning. Malang regional dance is a practical subject in the dance and music study program at the university level. It requires an online learning strategy since it was previously always taught face-to-face. The purpose of this research was to develop a dance learning strategy, especially for the Malang regional dance subject, based on blended learning that is used by students of the dance and music education study program. The blended learning model used is the web course model, in which learners and educators are completely separate and face-to-face is not required. All teaching materials, discussions, consultations, assignments and exams are entirely conducted via the internet. This research can be categorized as research and development (R&D). The steps conducted were preliminary research, planning, developing media or production, and media evaluation. The web course model developed for the Malang regional dance course includes 3 stages: (1) seeking information about the learning objectives and directing students to search and collect references about Malang regional dance online; (2) acquisition of information about Malang regional dances that can be studied by students so that students are able to communicate again; and (3) synthesizing knowledge evaluating the material presented in the second stage. Keywords: learning strategies, blended learning, web courses, dance

scholarly journals Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

2021 ◽  
Author(s):  
Muayad Abdulhalim Shamsan ◽  
Jamal Kaid Mohammed Ali ◽  
Taha Ahmed Hezam
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Face To Face ◽  
Online Study ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
Efl Students ◽  
Teaching Learning ◽  
The University

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

scholarly journals Teaching – Learning Strategies in Interactive Education — A Case Study

2007 ◽  
pp. 79-89
Author(s):  
V. Bharathi Harishankar ◽  
Archana Ghode ◽  
Alankar Bandyopadhayay ◽  
Maryma Scotlin ◽  
Hema A. Murthy ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interactive Education ◽  
Teaching Learning

scholarly journals Organizational learning Strategies and their Reflection in the Development of the Organization's Design

2018 ◽  
Vol 2 (2) ◽  
pp. 77-101
Author(s):  
Warda Abdulkhaliq Abdul Rahman Al-Hamwan ◽  
Jawad Zraw Jawad Abadi ◽  
Ali Abbas Ali al-Moussawi
Keyword(s):  
Organizational Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Organization Design ◽  
University Leadership ◽  
Four Dimensions ◽  
Survey Sample ◽  
Deviation Coefficient ◽  
The University

The research aims to identify the role of organizational learning strategies and their reflection in the development of the design of the organization in the presidency of the University of Kirkuk, and to achieve this goal, the researcher through research and related studies to build hypotheses explaining the relationship between the variables studied. The study relied on the study of organizational learning strategies as an independent variable Four important dimensions are (learning strategy to emphasize efficiency, learning strategy to emphasize innovation, learning strategy to emphasize trends, learning strategy to emphasize professionalism), and four dimensions representing the adopted variable The survey sample consisted of (55) director (department, division, unit) and distributed a questionnaire covering (39) paragraphs. In light of this, data were collected and analyzed and hypotheses were tested using the statistical package (SPSS). A number of statistical methods were used, including arithmetic mean, standard deviation, coefficient of variation, Spearman correlation coefficient, simple linear regression coefficient The results of the research sample showed that the university leadership is interested in the study of organizational learning strategies because it leads to improving the design of the organization as a whole through the knowledge, experiences and abilities of the organization. Competitive advantage of the organization In addition, there is a strong correlation between organizational learning and its strategies with the nature of the work of the Presidency of the University as a whole, showing the role played by organizational learning strategies. University University. Keywords: organizational learning strategies, learning strategy, emphasis on efficiency, learning strategy, emphasis on innovation, learning strategy emphasizing trends, learning strategy emphasizing professionalism, organization design, strategy and vision, personnel working systems, organizational structure.

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