Managing the Teaching and Learning Support Team

2013 ◽  
pp. 128-140
Keyword(s):  
Teaching And Learning ◽  
Learning Support ◽  
Support Team

scholarly journals Quality assurance in e-learning: PDPP evaluation model and its application

2012 ◽  
Vol 13 (3) ◽  
pp. 66 ◽  
Author(s):  
Weiyuan Zhang ◽  
Yau Ling Cheng
Keyword(s):  
Quality Assurance ◽  
Hong Kong ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Technical Support ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Support ◽  
E Learning

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals LA MENTORIZACIÓN ENTRE EL PROFESORADO UNIVERSITARIO JUNIOR Y SENIOR. UN PROCESO DE APRENDIZAJE, APOYO Y ENRIQUECIMIENTO MUTUO

2017 ◽  
Vol 6 (1) ◽  
pp. 453
Author(s):  
Lucía Herrera Torres ◽  
Laila Mohamed Mohand
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Junior Faculty ◽  
Mentoring Programs ◽  
Learning Support ◽  
Continuous Change ◽  
Teaching Competencies ◽  
Faculty Mentorship ◽  
The University ◽  
Specific Learning

Abstract.The university is known for its complexity and continuous change. Junior faculty should be incorporated and adjusted to the university structure and functioning. In addition, they have to implement a set of teaching competencies to promote an effective process of teaching and learning, and the student achievement of specific learning outcomes. For this reason, this paper advocates the need to implement mentoring programs between senior and junior faculty as a process that involves learning, support and mutual enrichment. Thus, two mentoring projects developed at the University of Granada are described. It is shown to be effective in strengthening efforts towards faculty achieving goals and its well-being.Keywords: higher education, faculty, mentorship, teaching competenciesResumen.La institución universitaria se caracteriza por su complejidad y continuo cambio. El profesorado universitario junior ha de incorporarse y ajustarse a la estructura y funcionamiento de la universidad, a lo que se suma que ha de poner en práctica una serie de competencias docentes para favorecer un proceso de enseñanza-aprendizaje eficaz y la consecución de determinados resultados de aprendizaje en el alumnado. Es por ello por lo que en el presente trabajo se defiende la necesidad de implementar programas de mentorizacion entre el profesorado senior y junior como un proceso que implica el aprendizaje, apoyo y enriquecimiento mutuo. En este sentido, se describen dos proyectos de mentorización desarrollados en la universidad de Granada. Se pone de manifiesto su eficacia para fortalecer los esfuerzos dirigidos hacia la consecución de una meta y el bienestar del profesorado.Palabras clave: educación superior, profesorado, mentorización, competencias docentes

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

Novice Teachers’ Perceptions on Teaching and Learning Support at Schools

2018 ◽  
Vol 24 (4) ◽  
pp. 2697-2700
Author(s):  
Khaliza Saidin ◽  
Fauziah Md Jaafar ◽  
Rafisah Osman ◽  
Arsaythamby Veloo ◽  
Anis Azlina Abdul Azizi
Keyword(s):  
Novice Teachers ◽  
Teaching And Learning ◽  
Learning Support ◽  
Teachers Perceptions

scholarly journals Higher Education Teaching and Learning Support Areas Differences in England and Brazil: A Case Study

2020 ◽  
Vol 6 (2) ◽  
pp. 8960-8981
Author(s):  
José Carlos Redaelli ◽  
Juliana Ferreira Vales ◽  
Orlando Fontes Lima Jr ◽  
Júlio Cesar Ferreira Passos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Support ◽  
Higher Education Teaching

scholarly journals Placing Education: The School as Architectural Space

Paideusis ◽  
2020 ◽  
Vol 16 (3) ◽  
pp. 5-14
Author(s):  
Neil Gislason
Keyword(s):  
Design Theory ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Spatial Theory ◽  
Ecological Design ◽  
Learning Support ◽  
Multiple Forms ◽  
School Architecture ◽  
Conceptual Foundation ◽  
Architectural Space

School architecture is a vital part of the learning environment: An educational facility should actively support learning processes which are grounded on an applied, multidisciplinary curriculum. This paper argues, accordingly, that a school should provide flexible educative spaces which properly enable multiple forms of teaching and learning. Support for this thesis is drawn from spatial theory, John Dewey’s writing on educative spaces, architectural writing and ecological design theory. It is finally posited that we need move beyond certain industrial-era assumptions about learning, in order to lay the conceptual foundation for a dynamic notion of architecture for education.

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