Faculty Professional Development in Creating Significant Teaching and Learning Experiences Online

2020 ◽  
pp. 37-58 ◽  
Author(s):  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Professional Development ◽  
Faculty Member ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Faculty Members ◽  
University Graduates ◽  
Faculty Professional Development ◽  
Key Players ◽  
Teaching Learning

With faculty members and instructors struggling with the massive transformational challenges stemming from technological innovation, the establishment of a digital teaching-learning culture to ensure that university graduates are ready to join the 21st-century workforce is of the utmost importance. At this juncture, the key players are those who lead the learning experience, namely faculty members and instructors. Being an experienced faculty member and possessing advanced skills of using technology does not necessarily lead to an instructor becoming an effective e-instructor. This chapter, therefore, discusses the changing nature of digital teaching and learning from the perspective of faculty members, within the framework of certain required competencies and skills that every faculty member should possess. The chapter also includes a brief overview of the literature regarding the professional development of faculty members, synchronized with reflections and experiences from an online e-Tutor course.

scholarly journals Pest Management in Universiti Tun Hussein Onn Malaysia Natural History Repository

2018 ◽  
Vol 3 (3) ◽  
pp. 80
Author(s):  
Arney Sapaat ◽  
Maryati Mohamed ◽  
Mohd. Noh Dalimin
Keyword(s):  
Natural History ◽  
Pest Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Public Awareness ◽  
Monitoring Program ◽  
Expansion Plan ◽  
Set Up ◽  
Teaching Learning ◽  
Learning Institutions

Under the Malaysian Universities Act 1971, Higher Learning Institutions are encouraged to set up museums that could support teaching and learning at the institution. With that provision, the Universiti Tun Hussein Onn Malaysia (UTHM) Natural History Repository was formed in 2014, to support the newly developed BSc Program called Biodiversity and Conservation. Under the Faculty of Applied Science and Technology, Centre of Research - Sustainable Uses of Natural Resources (CoR-SUNR), develops and organizes the repository. Currently the repository is sited at a shoplot building in Parit Raja Campus that had been modified as part of campus expansion plan. The process of converting this shoplot building into functional gallery/storage space introduced a new challenge in pest management. The goals were to ensure whatever pests already present are eradicated, determine ways to seal out future pests, stabilize the condition to decrease pest infestation, and establish a monitoring program. Baseline pest data were collected via trapping throughout the repository spaces before, during, and after retrofit construction. Data from trapping were used to assess pest problems, and actions to eliminate these pests were initiated. A year-long survey of pests was performed after staff and collections occupied the building. The results showed variation in pest diversity and populations.  Having succeeded in controlling insects pest problems at UTHM Natural History Repository would lead to better teaching/learning experience for graduates as well as promoting public awareness and education especially among young public on biodiversity.Under the Malaysian Universities Act 1971, Higher Learning Institutions are encouraged to set up museums that could support teaching and learning at the institution. With that provision, the Universiti Tun Hussein Onn Malaysia (UTHM) Natural History Repository was formed in 2014, to support the newly developed BSc Program called Biodiversity and Conservation. Under the Faculty of Applied Science and Technology, Centre of Research - Sustainable Uses of Natural Resources (CoR-SUNR), develops and organizes the repository. Currently the repository is sited at a shoplot building in Parit Raja Campus that had been modified as part of campus expansion plan. The process of converting this shoplot building into functional gallery/storage space introduced a new challenge in pest management. The goals were to ensure whatever pests already present are eradicated, determine ways to seal out future pests, stabilize the condition to decrease pest infestation, and establish a monitoring program. Baseline pest data were collected via trapping throughout the repository spaces before, during, and after retrofit construction. Data from trapping were used to assess pest problems, and actions to eliminate these pests were initiated. A year-long survey of pests was performed after staff and collections occupied the building. The results showed variation in pest diversity and populations.  Having succeeded in controlling insects pest problems at UTHM Natural History Repository would lead to better teaching/learning experience for graduates as well as promoting public awareness and education especially among young public on biodiversity. 

Multidimensional Faculty Professional Development in Teaching and Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 21-39
Author(s):  
Alev Elçi ◽  
Hüseyin Yaratan ◽  
A. Mohammed Abubakar
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Great Effort ◽  
Global Knowledge ◽  
Faculty Professional Development ◽  
Knowledge Based ◽  
Institutional Expectations ◽  
Coefficient Of Concordance ◽  
Building Activities ◽  
The Impact

Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

scholarly journals Advancing Professional Development for Teachers in Intercultural Education

2020 ◽  
Vol 10 (12) ◽  
pp. 360
Author(s):  
Regina Cortina ◽  
Amanda K. Earl
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Theory And Practice ◽  
Intercultural Education ◽  
University Graduates ◽  
Education Professionals ◽  
Professional Development For Teachers ◽  
Theoretical Reflection ◽  
Ethnic And Linguistic Diversity

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

Bringing Theory to Life: Engaging Nursing Students in a Collaborative Population-Based Screening Project

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Elsa Arbuthnot ◽  
Patti A Hansen-Ketchum ◽  
Heather Jewers ◽  
Jane Moseley ◽  
Christopher Wilson
Keyword(s):  
Nursing Students ◽  
Population Health ◽  
Teaching And Learning ◽  
Cancer Education ◽  
Learning Experience ◽  
Local Area ◽  
Population Based ◽  
Bowel Cancer ◽  
Screening Programs ◽  
Teaching Learning

A collaborative population-based project for bowel cancer prevention provided an ideal opportunity to involve nursing students in applying theory to practice. In this article, described is how the engagement of students and subsequent application of a population health template contributed to a community-based bowel cancer education and screening campaign. The campaign was a valuable teaching-learning experience for students and contributed to the goal of reducing and reporting on the number of bowel cancer deaths in the local area. Project evaluation data provide insight into student learning outcomes and reveal ways to strengthen the population health initiative for future years. Originally, a scholarly pursuit of discovery and application developed in response to growing rates of bowel cancer and advances in effective screening programs, the project has evolved into the domain of teaching and learning. This evolution has benefited students, project organizers and community members.

scholarly journals Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis

2022 ◽  
Vol 12 (1) ◽  
pp. 21-29
Author(s):  
Frederick F. Patacsil ◽  
◽  
Paulo V. Cenas ◽  
Bobby F. Roaring ◽  
Jennifer M. Parrone ◽  
...  
Keyword(s):  
Effective Teachers ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Faculty Evaluation ◽  
The Philippines ◽  
Faculty Members ◽  
Teaching Performance ◽  
State University ◽  
Learning And Teaching ◽  
Teaching Learning

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

scholarly journals LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

2017 ◽  
Vol 6 (2) ◽  
pp. 222 ◽  
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Educational Institutions ◽  
Classroom Setting ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Learning Practices ◽  
Making Choices ◽  
Teaching Learning

Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA).  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1]  professional development.  After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for

scholarly journals 11. Peer Review: Structured, Informal, Confidential, Helpful!

2011 ◽  
Vol 4 ◽  
pp. 68 ◽  
Author(s):  
Alice Cassidy ◽  
Jack Lee
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Peer Review ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Peer Teaching ◽  
University Of British Columbia ◽  
Hands On ◽  
Peer Reviewers ◽  
The University

This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.

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