scholarly journals The Theoretical Basis for Specialized English and Application of Specialized English Teaching and Learning Practices: Research on a Vietnamese Higher Education Institution (UTC.HCMC)

2020 ◽  
Vol 2 (5) ◽  
pp. 370-375
Author(s):  
 Ha Thi Thanh
Keyword(s):  
Higher Education ◽  
Theoretical Basis ◽  
Teaching And Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
English Teaching ◽  
Learning Practices ◽  
Vietnamese Higher Education

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

Bridging the Instructional Designers and Lecturers in Technology Education

2011 ◽  
pp. 215-237
Author(s):  
Samuel Ng Hong Kok ◽  
Tang Buay Choo ◽  
Myint Swe Khine
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Communities Of Practice ◽  
Technology Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Objects ◽  
Instructional Designers ◽  
Higher Education Institution

This chapter examines an initiative to create educational technology (ET) Champions and leaders within a higher education institution in Singapore. It examines how the concept of communities of practice was applied to an initiative for transforming teaching and learning through educational technology. Instructional designers coached ET Champions in the principles of creating learning objects who later returned to their respective colleges to work with other lecturers. ET Champions progressed through five stages, which included peripheral, legitimate, core, strategic and transformational membership. Each stage required support and guidance within the community.

scholarly journals Education and innovation: impacts during a global pandemic in a higher education institution

2021 ◽  
Vol 92 ◽  
pp. 01053
Author(s):  
Ana Vale ◽  
Nazaré Coimbra ◽  
Alcina Martins ◽  
José Oliveira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Value Added ◽  
Education Institution ◽  
Structured Interviews ◽  
Higher Education Institution ◽  
Educational Challenge ◽  
Short Period

Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale. Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education. Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees. Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.

scholarly journals Investigating the Use and Acceptance of Technologies by Professors in a Higher Education Institution

2019 ◽  
Vol 9 (2) ◽  
pp. 1-20 ◽  
Author(s):  
Carolina Costa ◽  
Helena Alvelos ◽  
Leonor Teixeira
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
Education Institution ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Learning Context ◽  
Higher Education Institution ◽  
Acceptance Model

This article analyses the use and acceptance of technologies by professors in the teaching and learning context in a higher education institution. In the empirical study, a questionnaire based on the technology acceptance model was applied. The results indicated that the most used technologies are Moodle, Facebook and YouTube and it was concluded that in general, those technologies are well accepted. Few statistically significant differences between respondents' gender, scientific areas or ages were found, revealing that the use of those technologies is already widespread in the studied institution. Results also showed that perceived usefulness and perceived ease of use are two important determinants of Moodle acceptance, and that the majority of respondents did not know the MOOC concept. This article is valuable for researchers in the area and for professors that want to implement the use technologies in the teaching and learning context.

INTEGRATION OF ENTREPRENEURSHIP INTO HIGHER EDUCATION (EDUCATIONAL SCIENCES) IN LITHUANIA AND LATVIA: FOCUS ON THE ASSSESMENT OF EDUCATIONAL PROCESS

2017 ◽  
pp. 53
Author(s):  
Julija Melnikova ◽  
Jeļena Zaščerinska
Keyword(s):  
Higher Education ◽  
Theoretical Model ◽  
Teaching And Learning ◽  
Education Institution ◽  
Educational Process ◽  
Higher Education Institution ◽  
Its Analysis ◽  
Educational Sciences ◽  
Theoretical Insight

The purpose of this article is to highlight the aspects of integration of entrepreneurship into higher education (Educational sciences) in Lithuania and Latvia with the focus on the educational process. The article provides a theoretical insight on main concepts in entrepreneurship covering the aspect of challenges of entrepreneurial teaching and learning in higher education institution (HEI). Approaches and methods used to support entrepreneurial teaching and learning in higher education are introduced as well. As the result, the theoretical model for the assessment of the effectiveness of educational process with respect to entrepreneurship is designed and the criteria for its analysis are provided. The implications of the article could be useful for university educators, who seek to educate students most effectively with a real intention to become entrepreneurs.

scholarly journals An Integral Pedagogical Strategy for Teaching and Learning IoT Cybersecurity

Sensors ◽  
2020 ◽  
Vol 20 (14) ◽  
pp. 3970
Author(s):  
Julia Sánchez ◽  
Adrià Mallorquí ◽  
Alan Briones ◽  
Agustín Zaballos ◽  
Guiomar Corral
Keyword(s):  
Higher Education ◽  
Internet Of Things ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
Pedagogical Strategy ◽  
Engineering Program ◽  
Huge Challenge

Internet of Things (IoT) has become a fundamental content of any engineering program due to the emerging need of experts in this field. However, the complexity of technologies that interact in IoT environments and the amount of different professional profiles required to design, implement and manage IoT environments, considering cybersecurity as a must, has led to a huge challenge in the educational world. This paper proposes an integral pedagogical strategy for learning IoT cybersecurity structured in three different stages, in a higher education institution. These stages focus not only on the content about IoT and cybersecurity but also on the competencies to acquire, the most suitable learning methodologies and the expected learning outcomes. The association of these concepts in each stage is detailed. Examples of courses are explained, the related competencies and learning outcomes are specified, and the contents and methodologies to achieve the expected results are described. An analysis of student results and stakeholder evaluations is provided to verify if the pedagogical strategy proposed is suitable. Furthermore, students’ feedback is included to corroborate the innovation, the suitability of the acquired skills, and the overall student satisfaction with the related courses and consequently with the proposed IoT cybersecurity pedagogical strategy.

scholarly journals Implementation of active teaching and learning methodology in the nursing course at a higher education institution: Literature review

2021 ◽  
Vol 8 (12) ◽  
pp. 118-122
Author(s):  
Gleison Faria ◽  
Gilvan Salvador Junior ◽  
Alexandra Alves de Carvalho ◽  
Katiany Tamara Andrade Batista ◽  
Andressa de Jesus Lucio ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
Active Teaching ◽  
Nursing Course
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