Characterization of Online Learners or Students in Namibia

2021 ◽  
pp. 21-36
Author(s):  
Sadrag Panduleni Shihomeka
Keyword(s):  
Teaching Experience ◽  
Global South ◽  
University Teaching ◽  
Final Decision ◽  
Online Learners ◽  
Offline Learning ◽  
Key Characteristics ◽  
School Teaching ◽  
Years Of Teaching Experience ◽  
Online Facilitation

The purpose of this chapter is to present the characteristics of online learners or students in the Global South and specifically in Namibia. The characteristics were identified by using an autobiographical narrative enquiry of over 17 years of teaching experience in the field of distance education, secondary school teaching, university teaching, and online facilitation. The chapter presents four key characteristics of online learners or students that are likely to be found in the Global South. These characteristics should be taken into consideration before a final decision as to whether use online learning, blended learning, or offline learning. These are technologically-endowed (TE) student/learner, moderate technologically-exposed (MTE) student/learner, severe technologically disadvantaged (STD) student/learner, and acute technologically marginalized (ATM) student/learner. The chapter proposes that a rubric with grading criteria should be developed so that at the end the institution will be able to tell how many students/learners fall under each category.

At Fault

2018 ◽  
Author(s):  
Sebastian D.G. Knowles
Keyword(s):  
James Joyce ◽  
Teaching Experience ◽  
University Education ◽  
University Teaching ◽  
Current Crisis ◽  
American University ◽  
What Works ◽  
Years Of Teaching Experience ◽  
Education Today ◽  
The University

At Fault: James Joyce and the Crisis of the Modern University argues that American universities have lost their way and that the works of James Joyce will put them back on the scent. In American university education today, an excess of caution has led to a serious error in our education system. To be “at fault” is to have lost one’s path: the university’s current crisis in confidence can be addressed by attending to the lessons that Joyce teaches us. Joyce models risk-taking in all three areas of the academic enterprise: research, teaching, and service. His texts go out of bounds, resisting the end, pushing beyond themselves. Joyce writes in an outlaw language, and the acknowledgment of failure is written into every right action. At stake is the enterprise of humanism: without an appreciation of error, and an understanding of infinite possibility, the university will calcify and lose its right to lead the nations of the world. The book draws upon the author’s thirty years of teaching experience to demonstrate what works in the classroom when teaching Joyce and makes a powerful contribution to debates on interdisciplinarity and university teaching. There are chapters on centrifugal motion, gramophones, elephants, fox-hunting, philately, brain mapping, and baseball: a compendium of approaches befitting the ever-expanding world of James Joyce.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

Thermodynamics in Geochemistry

1993 ◽  
Author(s):  
Greg M. Anderson ◽  
David A. Crerar
Keyword(s):  
Teaching Experience ◽  
Graduate Level ◽  
Years Of Teaching Experience ◽  
The Subject ◽  
First Time

This textbook and reference outlines the fundamental principles of thermodynamics, emphasizing applications in geochemistry. The work is distinguished by its comprehensive, balanced coverage and its rigorous presentation. The authors bring years of teaching experience to the work, and have attempted to particularly address those areas where other texts on the subject have provided inadequate coverage. A thorough review of the necessary mathematics is presented early on, both as a refresher for those with a background in university calculus, and for the benefit of those coming to the subject for the first time. The text is written for students in advanced undergraduate or graduate-level geochemistry as well as for all researchers in this field.

scholarly journals Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 50
Author(s):  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Lalu Nurul Yaqin ◽  
Lalu Parhanuddin ◽  
Rafiza Abdul Razak ◽  
...  
Keyword(s):  
Mother Tongue ◽  
Teaching Experience ◽  
Islamic Education ◽  
Educational Systems ◽  
Structured Interviews ◽  
Financial Barriers ◽  
Instructional Activities ◽  
Years Of Teaching Experience ◽  
Technological Barriers

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

Biofluid Mechanics

2021 ◽  
Author(s):  
James B. Grotberg
Keyword(s):  
Fluid Mechanics ◽  
Teaching Experience ◽  
Worked Examples ◽  
Normal Function ◽  
Student Understanding ◽  
Core Concept ◽  
Biofluid Mechanics ◽  
Years Of Teaching Experience ◽  
Clinical Correlations ◽  
Maple Code

Condensing 40 years of teaching experience, this unique textbook will provide students with an unrivalled understanding of the fundamentals of fluid mechanics, and enable them to place that understanding firmly within a biological context. Each chapter introduces, explains, and expands a core concept in biofluid mechanics, establishing a firm theoretical framework for students to build upon in further study. Practical biofluid applications, clinical correlations, and worked examples throughout the book provide real-world scenarios to help students quickly master key theoretical topics. Examples are drawn from biology, medicine, and biotechnology with applications to normal function, disease, and devices, accompanied by over 500 figures to reinforce student understanding. Featuring over 120 multicomponent end-of-chapter problems, flexible teaching pathways to enable tailor-made course structures, and extensive Matlab and Maple code examples, this is the definitive textbook for advanced undergraduate and graduate students studying a biologically-grounded course in fluid mechanics.

Creation, implementation, and evaluation of a values-based training program for sport coaches and physical education teachers in Singapore

2017 ◽  
Vol 12 (6) ◽  
pp. 795-806 ◽  
Author(s):  
Koon Teck Koh ◽  
Martin Camiré ◽  
Gordon A Bloom ◽  
CKJ Wang
Keyword(s):  
Physical Education ◽  
Training Program ◽  
Thematic Analysis ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Individual Interview ◽  
Years Of Teaching Experience ◽  
Teaching Values ◽  
Sport Coaches

The purpose of the study was to create, implement, and evaluate a values-based training program for sport coaches and physical education teachers in Singapore. Four sport coaches with two to eight years of coaching experience ( M = 5.0, SD = 1.4) and four physical education teachers with two to nine years of teaching experience ( M = 5.25, SD = 3.3) took part in three 2-h training workshops focusing on the teaching of values to athletes and students. Following the workshops, the participants took part in an individual interview to document their perspectives of the values-based training program. Results of the thematic analysis revealed many benefits of the values-based training program, including an increased awareness of the importance of systematically teaching values through physical education and sport. Further, the participants felt better equipped to work with parents and other teachers in helping athletes and students transfer values.

scholarly journals Modelo De Elaboración De Corridas Financieras Por El Método De Flujos, Para No Financieros.

Xihmai ◽  
2020 ◽  
Vol 14 (28) ◽  
Author(s):  
Miguel Ángel Ayala Suero [1]
Keyword(s):  
Small Businesses ◽  
Teaching Experience ◽  
Financial Statements ◽  
Financial Statement ◽  
Investment Projects ◽  
Income Statement ◽  
Years Of Teaching Experience ◽  
Toma De Decisiones ◽  
And Control ◽  
The Way

ResumenDocumento dirigido a no financieros para realizar una corrida financiera. El propósito de este documento es poner a disposición de personas sin conocimiento de finanzas o de contadurí­a, un método que de forma lógica y sencilla los auxilie para realizar una corrida financiera, tanto para la elaboración de proyectos como en la dirección y control de empresas. El modelo va dirigido a los emprendedores, empresarios de micro y pequeñas empresas, profesionistas interesados en la elaboración de corridas financieras y estudiantes que necesitan familiarizarse con el proceso de elaboración de corridas financieras y estados financieros proforma (los estados proforma son el resultado de la proyección de los próximos años). Estos objetivos se logran mediante la comprensión de la forma en que los recursos económicos se desempeñan en una empresa y como los estados financieros básicos (estado de resultados, balance y flujo de efectivo) dan cuenta de esta situación y nos ayudan a interpretar lo que sucede en la empresa. Esto ayudará en el proceso de la toma de decisiones para poder modificar el resultado de manera favorable.Este modelo es resultado de treinta años de experiencia profesional en el área de formulación y evaluación de proyectos de inversión, de veinte años de experiencia docente en el área, vistos desde la perspectiva de un no profesional de la materia. Lo que se busca es que sin demasiados conocimientos de contabilidad y administración, de manera sencilla y muy acorde con la realidad del dí­a a dí­a, se puedan comprender los estados financieros y, a través de ellos, lo que sucede en la empresa para una mejor toma de decisiones.Palabras clave: estados financieros, toma de decisiones, escasos conocimientos contables, dirección y control de negocios.AbstractDocument addressed to non-financiers to carry out a financial run. The purpose of this document is to put to the consideration of people without knowledge of finance or accounting such as entrepreneurs, businessman of micro and small businesses, professionals interested in preparing financial statement and for students who need to become familiar with the process of preparing financial statements and proforma financial statements (the proforma statements are the result of the projection of the next years), a method that logically and simply helps us to carry out a financial run, both for the preparation of projects and for the direction and control of the companies. The objectives are achieved by understanding the way in which economic resources are performed in a company and how the basic financial statements, income statement, balance and cash flow; They give an account of this situation and help us to interpret what happens in the company and will help us in the way we take decisions to be able to modify the result favorably. This model is the result of thirty years of professional experience in the area of formulation and evaluation of investment projects, as well as twenty years of teaching experience in this area, which are viewed from the perspective of a non-professional in the field, which It is sought that without too much knowledge of accounting and administration, in a simple and very consistent with the day to day reality, you can understand the financial statements and through these what happens in the company for better decision making.Keywords: financial statements, decision making, few accounting knowledge, business management and control. [1] Médico Veterinario Zootecnista con Maestrí­a en Ingenierí­a Económica y Financiera Profesor de la Universidad La Salle Pachuca.

scholarly journals An Interpretative Phenomenological Analysis of the Barriers to the Use of Humour in the Teaching of Childhood Studies

2018 ◽  
Vol 6 (2) ◽  
pp. 113-120
Author(s):  
Edward John Noon
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Compulsory Education ◽  
Teaching Experience ◽  
Phenomenological Analysis ◽  
Childhood Studies ◽  
Structured Interviews ◽  
Professional Career ◽  
Wide Range ◽  
Years Of Teaching Experience

This is a revised article First published: Noon, J. E. (2017). An Interpretative Phenomenological Analysis of the Barriers to the Use of Humour in the Teaching of Childhood Studies, Journal of Perspectives in Applied Academic Practice, 5(3), pp. 45-52. doi: https://doi.org/10.14297/jpaap.v5i3.255 The above article was first published online on May 10, 2017. The methodology section has been corrected to accurately reflect the sampling technique employed in this study. The revised version is published in this issue. In the original publication, it was noted that the sample was determined by certain criteria, including gender, years of teaching experience, and previous professional career.  However, having reflected back on the process, this was not the case. Whilst it was ensured that participants had at least six years of teaching experience in higher education, the fact that the sample was dominated by female academics from a wide range of backgrounds was inevitable given the ‘make-up’ of the population under investigation, and was not something that was specifically planned for. Abstract Whilst pedagogical humour is a common teaching strategy employed by educators across compulsory education systems, a review of the extant literature expounds that it is a tool largely neglected by instructors throughout higher education. As such, this study sought to discern the perspectives of educators concerning the barriers to the use of humour in the teaching of Childhood Studies. Semi-structured interviews were carried out with five educators on the BA (Hons) Childhood Studies programme at a Yorkshire-based post-1992 university. Verbatim transcripts of the interviews were analysed using interpretative phenomenological analysis (IPA). Respondents believed that an academic’s personality held a significant bearing upon their pedagogy, and therefore their use of classroom jocularity. Educators claimed that whilst pedagogical humour did have its benefits, it was also capable of causing offence, distracting from course content, and making students feel uncomfortable. Consequently, educators generated situated understandings of when and where they were permitted to employ pedagogical humour, and what form said humour should take; they were cautious not to overuse humour, and were also less likely to draw upon it when teaching emotive or distressing content, and when teaching groups of students they were less familiar with. Educators also noted that they were less likely to draw upon pedagogical humour in the lecture theatre, despite university-wide pressure for instructors to produce more interactive lectures.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

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