scholarly journals THE PORTFOLIO OF EVIDENCE IN THE COMPETENCY-BASED EDUCATIONAL MODEL OF THE UNIVERSITY OF GUANAJUATO

2021 ◽  
Author(s):  
María Guadalupe Arredondo-Hidalgo ◽  
◽  
Diana del Consuelo Caldera González ◽  
Keyword(s):  
Learning Process ◽  
Quantitative Research ◽  
Evaluation Tool ◽  
Educational Model ◽  
Self Evaluation ◽  
Competency Based ◽  
Teaching Learning ◽  
Method Of Evaluation ◽  
The University ◽  
Model C

In a teaching-learning process, it is essential that the evaluation is summative and formative, from an analytical and holistic basis so that the process is comprehensive and integrates the work that the student has developed throughout the course, for example, a portfolio of evidence. Van der Schaaf and Stokking (2008) state that a portfolio of evidence integrates elements that must be related to each other, in order to be considered valid and reliable to evaluate the teaching-learning process, the elements are: a) the teacher model, b) the task model, c) the scoring model and d) the interpretation model. The objective of this research is to analyze the use of the portfolio of evidence as an evaluation tool within the teaching-learning process, for the Competency-Based Educational Model of the University of Guanajuato. This is a quantitative research with descriptive scope. A 22-item questionnaire was used considering the instrument developed by Romero and Crisol (2011) called "Opinion, satisfaction, usefulness and feelings of students about the use of the portfolio in learning and self-evaluation". The instrument was applied to a sample of 183 students of the Bachelor's Degree in International Commerce of the Economic-Administrative Sciences Division of the University of Guanajuato, distributed in four different Learning Units. The results indicate that students consider important the use of the portfolio of evidence as part of their teaching-learning process. In the part of satisfaction, usefulness and feelings, the students consider that the use of the portfolio is very important as a pertinent and adequate tool, and it is considered useful for learning, since besides serving as reinforcement, it implies a free and creative exercise. As conclusions of the study, the importance of the portfolio of evidence as a method of evaluation in accordance with the Educational Model by Competencies of the University of Guanajuato, which has also been well received at least by the sample of this study, is manifested. As future lines of research, it is expected to expand the sample to other careers and learning units to verify the applicability of the results of the study.

scholarly journals Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 277-287
Author(s):  
Asier Arcos Alonso ◽  
Ander Arcos - Alonso
Keyword(s):  
Learning Process ◽  
Basque Country ◽  
Problem Based Learning ◽  
Bachelor's Degree ◽  
Learning Tools ◽  
Distance Teaching ◽  
Teaching Innovation ◽  
Competency Based ◽  
Teaching Learning ◽  
The University

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.   Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation

scholarly journals تعليم البلاغة من خلال الأساليب البلاغية لأحاديث أدب الطالبين لترقية مهارة الكتابة على طلبة قسم اللغة العربية وأدبها بجامعة سونن أمبيل الإسلامية الحكومية سورابايا

2017 ◽  
Vol 2 (1) ◽  
pp. 115-130
Author(s):  
Mufaizah Mufaizah
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Quantitative Research ◽  
Action Observation ◽  
Teaching Style ◽  
Islamic State ◽  
Writing Skill ◽  
Teaching Learning ◽  
The University

Writing is a kind of important skills. Moreover, writing skill is one of the main objectives in learning foreign language. However, students’ skill is still lowgrade in this writing skill. The condition of this lowgrade is not caused by the difficulty of foreign language writing but it is caused of the ineffective and unsupportive teaching tools and teaching media. The purposes of this study are: 1) to train the university students in developing of writing using simple and pleased sentences and also systematic structure. 2) to assist the university students in revision, editing, and correcting the articles. 3) to improve the university students’ skill in Arabic writing skill. This study applied qualitative and quantitative research especially experimental research in writing skill during teaching learning process using al-Asalib al-Balaghiyyah media. This teaching style consists of 4 levels. They are planning, action, observation, and reflection. Research data are from lecturers’ and university students’ activities during teaching learning process of writing skill and the university students’ articles of Arabic Classes Special Program in Islamic State University of Sunan Ampel, Surabaya especially semester 2, Class E and F.

scholarly journals 15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems

2011 ◽  
Vol 1 ◽  
pp. 85
Author(s):  
Tim Pelton ◽  
Leslee Francis Pelton ◽  
Mary Sanseverino
Keyword(s):  
Audience Response ◽  
Evaluation Tool ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Perceived Need ◽  
Large Size ◽  
Response Systems ◽  
Support Teacher ◽  
The University ◽  
The Impact

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.

scholarly journals Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante

2021 ◽  
Vol 39 (1) ◽  
pp. 169-188
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Learning Process ◽  
Web Of Science ◽  
Scientific Literature ◽  
Quality Criteria ◽  
Educación Superior ◽  
Educacion Superior ◽  
Final Sample ◽  
Revisión Sistemática ◽  
Teaching Learning ◽  
The University

Este trabajo realiza una revisión sistemática para identificar los principales hallazgos reportados en la literatura científica sobre la percepción del estudiante universitario hacia la práctica de estrategias de gamificación en su proceso de aprendizaje. La búsqueda documental se ha llevado a cabo a partir de la triangulación de las publicaciones incluidas en las bases de datos “Web of Science” y “Scopus” durante el período 2010-2019. Tras aplicar los criterios de selección y calidad, se han identificado un total de 20 estudios como muestra final. Los resultados demuestran el interés creciente de la comunidad científica por plantear trabajos sobre gamificación en Educación Superior. Además, se corrobora una predisposición favorable en el alumnado hacia el desarrollo de experiencias didácticas innovadoras basadas en la gamificación. Entre sus potencialidades, destaca el aumento de la motivación, el interés y la participación del alumnado en el proceso de enseñanza-aprendizaje, así como la mejora del rendimiento académico y el desarrollo de las habilidades y competencias necesarias para su desarrollo profesional. This work performs a systematic review to identify the main findings reported in the scientific literature on the perception of the university student towards the practice of gamification strategies in their learning process. The documentary search was carried out based on the triangulation of the publications included in the "Web of Science" and "Scopus" databases during the period 2010-2019. After applying the selection and quality criteria, a total of 20 studies have been identified as the final sample. The results demonstrate the growing interest of the scientific community to propose works on gamification in Higher Education. Furthermore, a favorable predisposition in the students towards the development of innovative didactic experiences based on gamification is corroborated. Among its potential, the increase in motivation, interest and participation of students in the teaching-learning process stands out, as well as improving academic performance and developing the skills and competences necessary for their professional development

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

scholarly journals Evaluating the Teaching-Learning Process of Brazilian Sign Language as a Second Language in Higher Education

2018 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Roberto Cesar Reis da Costa
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Sign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Evaluation Tool ◽  
Sign Languages ◽  
Brazilian Sign Language ◽  
Teaching Learning

The focus of this paper is to propose an evaluation tool to assess the teaching-learning process of Brazilian Sign Language (Libras) to hearing students in Higher Education. The current Brazilian laws dealing with the accessibility of the deaf and the teaching of Libras will be concisely posited and argued, and after that an overview on linguistic aspects of Libras will be highlighted prior to discussing the teaching of this language as a Second Language (L2). Also, it will be discussed briefly the relevance of using strategies to Libras teaching as L2 and then the proposal to evaluate teaching and learning processes of the language at stake will be finally described. As a conclusion, developing tools as well as presenting proposals for the teaching of sign languages might be ways to highlight and discuss pedagogical issues about the teaching of the sign languages. The paper outcomes are useful for scholars and learners who are researching and implementing tools for Libras teaching as L2.

scholarly journals Mobile in learning: Enhancement of information and communication technologies

2018 ◽  
Vol 7 (2.6) ◽  
pp. 98 ◽  
Author(s):  
Jossy P George ◽  
Vinay M
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Advancement ◽  
Central System ◽  
Higher Education System ◽  
Digital Book ◽  
Teaching Learning ◽  
The University

The technological advancement in the world has changed the people’s life. The people view point towards the usage of technologies in different fields like business, tourism, communication, education etc. has changed. Mobile learning can give flexible learning environment for the user. It can also increase the participant number in the online teaching learning process. This paper discusses about the effectiveness of the current technologies used in higher education system. It profiles the advantages of using mobile in accessing the university central system for teaching and learning. It also discusses about mobile digital book with augmentation, which can be used to improve the teaching and learning process of the different departments in the university

METHODOLOGICAL STRATEGY FOR THE RIGHT USE OF THE INTERACTIVE WHITEBOARD IN THE TEACHING-LEARNING PROCESS OF THE ENGLISH LANGUAGE IN THE UNIVERSITY

2017 ◽  
Author(s):  
Miguel Macías Loor ◽  
Roberth Zambrano Santos ◽  
José Intriago Macías ◽  
Juan Carlos Carpio ◽  
Marianela San Lucas Marcillo
Keyword(s):  
Learning Process ◽  
English Language ◽  
Interactive Whiteboard ◽  
Teaching Learning ◽  
The Right ◽  
The University ◽  
Methodological Strategy

scholarly journals Reflexões sobre a cibercultura no ensino superior: um olhar sobre os cursos de licenciatura

2018 ◽  
Vol 9 (18) ◽  
pp. 32
Author(s):  
Elisabete Cerutti ◽  
Marcia Dalla Nora
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Learning Process ◽  
Digital Natives ◽  
Educational Environment ◽  
Academic Field ◽  
Teaching Learning ◽  
The University

O presente ensaio apresenta reflexões acerca da pesquisa sobre a cibercultura e as tecnologias no âmbito acadêmico. Como objetivo, busca refletir sobre o processo de ensino-aprendizagem através de recursos tecnológicos nos cursos de licenciatura e como os discentes desse curso percebem sua preparação para a futura docência com o uso dos artefatos digitais. A metodologia utilizada foi a qualitativa, com revisão bibliográfica e análise de dados a partir do questionário aplicado com os discentes dos cinco cursos investigados. Tendo como principais teóricos os autores Cerutti e Giraffa (2015), Kesnki (2003), Pretto e Pinto (2006) e Prensky (2016), que elucidam sobre a utilização das tecnologias no ambiente educacional, o texto apresenta o referencial teórico e a análise de dados. Como conclusão, percebemos que a aprendizagem sobre as tecnologias precisam ser suas vivências na própria Universidade, uma vez que mesmo nativos digitais, os acadêmicos não se percebem fazendo uso das mesmas em seus futuros espaços de docência. Palavras-chave: Cibercultura. Ensino Superior. Educação e tecnologias. Reflections on cyberculture in higher education: a look at undergraduate coursesThis essay presents reflections about research on cyberculture and technologies in the academic field. The objective is to reflect on the teaching-learning process through technological resources in undergraduate courses and how the students of this course perceive their preparation for future teaching with the use of digital artifacts. The methodology used was qualitative with bibliographic review and data analysis from the questionnaire applied with the students of the five courses investigated. The main authors are Cerutti and Giraffa (2015), Kesnki (2003), Pretto and Pinto (2006) and Prensky (2001), who elucidate the use of technologies in the educational environment, the text presents the theoretical reference and analysis of data. As a conclusion, we realize that learning about technologies must be their experiences in the University itself, since even digital natives, academics do not perceive making use of them in their future spaces of teaching.Keywords: Cyberculture. Higher education. Education and Technologies.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

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