scholarly journals E-Learning en la educación universitaria como herramienta para personas con discapacidad auditiva / E -Learning in Higher Education as Tool for People with Disabilities Hearing

2016 ◽  
Vol 3 (1) ◽  
pp. 19-25
Author(s):  
Dolores Marlene Martínez Suárez
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
People With Disabilities ◽  
The Other ◽  
Persons With Disabilities ◽  
Educational Culture ◽  
Other Hand ◽  
E Learning ◽  
Action Measures

ABSTRACTThis research aims to incorporate E-learning as a complementary tool for teaching and learning for people with hearing disabilities, assuming that universities should comply with the provisions of the affirmative action measures in benefit of accession of Persons with Disabilities to Higher Education in Venezuela, on the other hand, as indicated in the Constitution of the Bolivarian Republic of Venezuela and other relevant laws on disability, which recognize that this population have been discriminated against in the Education University tion so should be allowed equal opportunities in the entry of people with disabilities at university level. In this sense, it is intended to supplement teaching through electronic books, guides, Self, exercises, forums, chat, videoconference and others; to strengthen the knowledge received in the classroom, motivated that there is a disadvantage in high schools, colleges and universities due to lack of sign language interpreters Venezuelan support to teachers. The research design was documentary, bibliographic and field descriptive. Within this framework it is raised the need to rethink the teaching practice, proposing new challenges that will generate, among other things strategic alternative pedagogical gies for building an educational culture in which all feel part well break the barriers of language and communication allowing for greater inclusion of people with hearing loss, or deaf to the university and on the other hand the educational transformation is to strengthen and facilitate understanding of the issues of greatest difficulty through the use of E-learningRESUMENEste trabajo de investigación tiene como propósito incorporar el E-learning como herramienta complementaria para la enseñanza y aprendizaje de las personas con discapacidad auditiva, partiendo de que las universidades deben cumplir con lo establecido en las Medidas de Acción Afirmativa a Favor del Ingreso de las Personas con Discapacidad a la Educación Universitaria en Venezuela, por otra parte, lo indicado en la Constitución de la República Bolivariana de Venezuela y otras leyes competentes en discapacidad, donde reconocen que esta población han sido discriminadas de la Educación Universitaria por lo que se debe permitir la equiparación de oportunidades en el ingreso de personas con discapacidad a  nivel Universitario.En este sentido, se pretende complementar la enseñanza a través de Libros electrónicos, Guías, Autoevaluación, Ejercicios, Foros, Chat, Videoconferencias entre otros; a fin de que refuercen el conocimiento recibido en las aulas de clases, motivado a que existe una gran desventaja en los institutos, colegios y universidades por no contar con intérpretes de lengua de señas venezolanas que apoyen a los docentes.El diseño de la investigación fue documental, bibliográfico y de campo, de tipo descriptivo. Dentro de este marco se planteó la necesidad de repensar la práctica docente, al proponer nuevos desafíos que permitan generar, entre otros aspectos estrategias pedagógicas alternas para la construcción de una cultura educativa en la cual todos se sientan partícipes además de romper con las barreras de lenguaje y comunicación permitiendo una mayor inclusión de personas con hipoacusia, o con discapacidad auditiva al ámbito universitario y por otro lado se ve la transformación educativa al fortalecer y facilitar la comprensión de los temas de mayor dificultad a través de la utilización del E-learning. Contato principal: [email protected]

scholarly journals Development of educational kit for IoT online learning

2020 ◽  
Vol 1 (1) ◽  
pp. 26-32
Author(s):  
Nurulhuda Abdul Rahman ◽  
Muhammad Ridzuan Idris ◽  
Khairul Salleh Baharudin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
The Other ◽  
Face To Face ◽  
Other Hand ◽  
Internet Of Thing ◽  
At Home

Internet of Thing (IoT) is one of the elements that drive the development of the Industrial Revolution (IR 4.0). Therefore, IoT has become the most important agenda in the globalization era including the field of education. The IoT element has been widely engaged in higher education syllabus. However, in COVID 19 pandemic, the teaching and learning process for IoT becomes more challenging and difficult to deliver. As a solution, the Educational Kit for IoT Online Learning has been developed. This online learning kit will help students to practically learn the IoT without a face to face lecture. The objectives of the paper are to provide an overview of existing IoT education solutions and to develop IoT online learning kit. This learning kit consists of IoT development hardware and software which are equipped with a camera that connected to the online conference software. This paper will explain the development of the kit. Compared to other kits, this learning kit can directly be used for online learning and helps students to practice IoT at home, especially during a pandemic. On the other hand, IoT Online Kits is a pioneer in higher education for practical online learning.

scholarly journals Student Support at Unisa: A Flowing-River Metaphor

2021 ◽  
Author(s):  
Gladys Mokwena
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Data Gathering ◽  
Student Support ◽  
The Other ◽  
Other Hand ◽  
Pedagogical Guide ◽  
Available Resources

The flowing-river metaphor is explored in this paper for the Unisa Department of Adult Education’s higher certificate programme student support. It is a qualitative case study, grounded in Connectivism. It involves seven lecturers’ reflections of using the elements of the flowing-river metaphor on the way in which technology has reorganised lecturers’ interactions when providing support to students in teaching and learning. Virtual talking circles on the Microsoft Teams forum, a review of departmental reports on student support, and my reflection on the experiences of higher certificate lecturers when providing student support in teaching the module material are the main data gathering tools. The flowing-river metaphor, on the other hand, uses the contrast between vehicle and target to help higher certificate students to develop their teaching and learning. In this case, the complexity of using available resources varies from lecturer to lecturer. The paper encourages other higher education lecturers to think more carefully about the flowing-river metaphor’s potential as a pedagogical guide for student support.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

Can India’s Higher Education Improve Through Better Management of Human Resources: A Comparative Study of India and the United States

2021 ◽  
pp. 006996672110638
Author(s):  
Jai Mohan Pandit ◽  
Bino Paul
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
The United States ◽  
The Other ◽  
Hrm Practices ◽  
Other Hand ◽  
Global Standards ◽  
The Us ◽  
Education In India ◽  
Recruitment And Selection

This study investigates human resource management (HRM) practices in higher education institutions (HEIs) based on a comparative analysis of India and the US. Although higher education in India has grown over the decades, its quality, in general, has not kept up with global standards. On the other hand, many US universities have performed consistently well in international university rankings. Based on qualitative research collected from principal stakeholders of HEIs in India and the US, HRM practices and policies followed by them are presented and discussed. Data collection for the research study was through web interviews during the period August–October 2020. The study reveals that Indian public HEIs do not have professional HRM teams. Also, they are in a formative stage in autonomous and private institutions. On the other hand, many HEIs in the US have developed mature HRM systems. This difference resonates in attributes such as structure of HRM, recruitment and selection processes, training and development programmes, performance management, career progression and talent retention.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Changing teaching practice: The evolving purpose of the teacher in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 1-11
Author(s):  
Prue Gonzalez ◽  
◽  
Beate Mueller ◽  
Kevin Merry ◽  
Colin Jone ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Leadership Roles ◽  
Future Expectations ◽  
Higher Education System ◽  
Subject Matter Expertise ◽  
Cultural Historical Activity

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

scholarly journals Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?

10.28945/2792 ◽  
2004 ◽  
Author(s):  
Tony Jewels ◽  
Carmen de Pablos Heredero ◽  
Marilyn Campbell
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Case Studies ◽  
Teaching Styles ◽  
Interaction Effects ◽  
The Other ◽  
Web Based ◽  
Other Hand ◽  
Practice Teaching ◽  
Institutional Adoption

Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.

scholarly journals Derivation of electronic course templates for use in higher education

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology Support ◽  
Initial State ◽  
Web Technologies ◽  
Learning Platform

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665

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