GlobalEdu

2013 ◽  
pp. 648-667
Author(s):  
Débora Nice Ferrari Barbosa ◽  
Jorge Luis Victória Barbosa
Keyword(s):  
Educational Process ◽  
Lifelong Education ◽  
Ubiquitous Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
System Prototype ◽  
Initial Results ◽  
Teacher Centered

The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. The essence of Ubiquitous Learning is to realize which information can be presented throughout the learners’ daily tasks, in different forms and places, and to link this data with the learners’ educational process. Ubiquitous Learning can be used to support and stimulate K-20 education. It is independent of age, and it does not use any teacher-centered method. Ubiquitous learning stimulates the lifelong education through a strategy of self-directed learning. This scenario is attractive, but is not easily implemented. The authors have worked in a model to support it, called GlobalEdu. This chapter describes the model and its integration with two ubiquitous middleware projects: ISAM and LOCAL. They created a system prototype and applied it in two practical scenarios. In those cases, the system is positively evaluated, and the initial results attest to the system’s usefulness.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals Reshaping the University Curriculum through the Visiting Lectureship

2020 ◽  
Vol 19 (12) ◽  
pp. 70-85
Author(s):  
Valentyna I. Bobrytska ◽  
Hanna V. Krasylnykova ◽  
Nina G. Batechko ◽  
Nataliia А. Beseda ◽  
Yevheniy S. Spitsyn
Keyword(s):  
Educational Policy ◽  
Educational Process ◽  
Self Directed Learning ◽  
Research Skills ◽  
University Curriculum ◽  
Self Development ◽  
Directed Learning ◽  
Professional Self ◽  
The University ◽  
Professional Socialisation

The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.

scholarly journals Self-Directed Learning: A Paradigm Shift for Physiotherapy Education

2020 ◽  
Vol 2 (1) ◽  
pp. 47-52
Author(s):  
Jonathan Quartey ◽  
◽  
Carina Eksteen ◽  
Glynis Pickworth ◽  
Ajediran Bello ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Clinical Training ◽  
Skills Training ◽  
Care Practice ◽  
Self Directed Learning ◽  
Student Centered ◽  
Directed Learning ◽  
Physiotherapy Education ◽  
Teacher Centered

Training physiotherapists to a level where they can influence the standard of health care practice could be a complex process. Entry-level physiotherapy education in Ghana is a continuum between academic and clinical training during which they have to integrate the application and development of skills in communication, collaboration, advocatory and leadership. Self-directed learning is considered by many as one of the appropriate methodologies to allow practitioners to stay up-to-date and knowledgeable of the current literature. A teacher-centered approach is characterized by lecturing and hands-on skills training as the main or only way of facilitating student learning. Students who qualify as physiotherapists from teacher-centered tertiary institutions need to be self-directed life-long learners to be able to meet the demands of a complex work environment in the field of physiotherapy and professional health care delivery. The teacher-centered traditional approach to teaching and learning appears to be the predominant form of teaching among most universities in Ghana. Since a student-centered teaching approach has been widely recommended as the approach of choice, especially in the education of health care professionals, there is a need to determine if it is possible to design and implement physiotherapy based modules that include student-centered approaches such as Self-directed learning which may address minimal guidance that is usually associated with teacher centered tertiary training in Ghana. Keywords: Self-directed learning; teacher-centred; Physiotherapy, student-centredAbstract

Design of a problem-based undergraduate course in pharmacology: implications for the teaching of physiology.

1991 ◽  
Vol 260 (6) ◽  
pp. S14 ◽  
Author(s):  
P K Rangachari
Keyword(s):  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Student Centered ◽  
Directed Learning ◽  
Teacher Centered

University learning can be either teacher centered or student centered. Problem-based self-directed learning in the context of small groups provides students with an opportunity to take greater responsibility for their own learning. In problem-based learning, process and content are inextricably linked, with the three cardinal elements being the students, the tutors, and the problems. The design of such an undergraduate course in pharmacology is described, and the implications for teaching physiology are discussed.

scholarly journals ORGANIZATION OF SELF-DIRECTED LEARNING OF NON-PHILOLOGICAL UNIVERSITY STUDENTS IN THE LINGUO-EDUCATIONAL PROCESS

2020 ◽  
Vol 1 ◽  
pp. 72-76
Author(s):  
Elizaveta V. Lavrent’eva
Keyword(s):  
University Students ◽  
Educational Process ◽  
Visual Aids ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Effective Organization

The effective organization of self-directed learning of non-philological university students using electronic educational platform Moodle3 is considered. The application of educational visual aids implementing controlling function in the linguo-educational process is justified.

Teaching Dictionary Skills to Elementary School Students

2020 ◽  
Vol 43 (2) ◽  
pp. 159-169
Author(s):  
G. Omarova ◽  
◽  
M. Kenzhegaliyeva ◽  
Keyword(s):  
Primary Schools ◽  
Educational Process ◽  
Present Stage ◽  
Self Directed Learning ◽  
School Students ◽  
Knowledge And Skills ◽  
Self Development ◽  
Directed Learning ◽  
Self Learning

At the present stage, the role of the student in learning is becoming more significant, since the educational process is increasingly turning into a process of self-learning and the students themselves choose their education path. For successful self-directed learning, students need various skills. This article focuses on the teaching dictionary skills in primary schools. Under changed conditions, elementary schools are required to provide their students with the knowledge and skills in using various types of dictionaries, both printed and electronic media as well as monolingual and bilingual. Therefore, a clearly designed and properly organized educational environment is of utmost importance. Didactic conditions contribute to the development of dictionary skills and, in general, to self-development of students.

scholarly journals Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

2016 ◽  
Vol 18 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Ausra Kazlauskiene ◽  
Ramute Gaucaite ◽  
Rasa Poceviciene
Keyword(s):  
Content Analysis ◽  
General Education ◽  
Educational Practice ◽  
Process Research ◽  
Educational Process ◽  
Theory And Practice ◽  
Self Directed Learning ◽  
Education School ◽  
Directed Learning ◽  
Practical Experiences

Abstract Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.

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