scholarly journals Una Experiencia de Inclusión Educativa en el Aula de Expresión Corporal con Alumnado Universitario (An Educational Inclusion Experience in a Body Expression course with undergraduate students)

Retos ◽  
2019 ◽  
pp. 702-705
Author(s):  
Alejandro Muñoz Moreno ◽  
Eulisis Smith ◽  
Michelle Matos Duarte
Keyword(s):  
Students With Disabilities ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Teaching Experiment ◽  
Nonverbal Expression ◽  
Inclusive Learning ◽  
Discapacidad Intelectual ◽  
Educational Inclusion ◽  
Sports Sciences

Las últimas investigaciones en el ámbito de la Expresión Corporal (EC) como parte del currículum del área de Educación Física constatan la mejora de la calidad de enseñanza y aprendizaje en el aula (Archilla & Pérez, 2017; Coterón & Sánchez, 2013). Especialmente interesante son aquellas que utilizan el contexto de esta materia para crear entornos de aprendizajes inclusivos, pues al favorecerse las relaciones sociales, la expresión corporal y no verbal es posible contribuir a la eliminación de las barreras que impiden el aprendizaje y participación de todos los estudiantes (Booth & Ainscow, 2002). La posibilidad de vivenciar una clase universitaria plenamente inclusiva puede llegar a tener una incidencia positiva sobre el autoconcepto (Navajas, 2016) y sociabilización (Pérez & Urdampilleta, 2012). En este contexto, el objetivo planteado ha sido el de ofrecer una experiencia didáctica inclusiva en Expresión Corporal para el segundo curso del Grado de CAFyD. Participaron treinta y cinco alumnos de la asignatura de Actividades Físicas Artístico-Expresivas y siete alumnos con discapacidad intelectual durante cinco sesiones en las diferentes temáticas de la asignatura. Esta primera experiencia ha sido beneficiosa para atestiguar que es posible incluir al alumnado con discapacidad intelectual en las aulas universitarias y aprovechar los beneficios que ello conlleva para el resto del alumnado.Abstract: The latest research in the field of Corporal Expression (EC) as a part of the curriculum in the area of Physical Education area confirms an improvement in the quality of teaching and learning in the classroom (Archilla & Pérez, 2017; Coterón & Sánchez, 2013). Those studies using the context of this subject to create inclusive learning environments are of particular interest, for they improve social relationships, and corporal and nonverbal expression, making a contribution to the elimination of learning and participation barriers among students (Booth & Ainscow, 2002). The chance to experience a fully inclusive university class can have a positive impact on self-concept (Navajas, 2016) and socialization (Pérez & Urdampilleta, 2012). In this context, we carried out a teaching experiment during the second year of the Physical Activity and Sports Sciences (CAFyD) bachelor degree. Thirty-five students taking the course of Artistic-Expressive Physical Activities and seven students with disabilities participated in five sessions focused on different subject topics. This initial experience has been positive, showing that it is possible to include students with intellectual disability in university classrooms and take advantage of the benefits this brings to the rest of the students.

Design and Evaluation of a Web-Based Tool for Teaching Computer Network Design to Undergraduates

2011 ◽  
Vol 6 (4) ◽  
pp. 39-59 ◽  
Author(s):  
Nurul I. Sarkar ◽  
Krassie Petrova
Keyword(s):  
Network Design ◽  
Undergraduate Students ◽  
Wireless Lan ◽  
Teaching And Learning ◽  
Computer Network ◽  
Local Area Network ◽  
Positive Impact ◽  
Local Area ◽  
Area Network ◽  
Web Based

Previous studies have shown that motivating students to learn about local area network (LAN) design can be difficult when presented in the traditional lecture format. To overcome this problem, a Web-based tool (“WebLan-Designer”) was developed as an aid in teaching and learning of LAN design at the introductory level. A WebLan-Designer provides a set of learning resources (tutorials, quizzes, network modeling, network design scenarios, key terms and definitions, and review questions and answers) and assists undergraduate students in learning the basics of both wired and wireless LAN design. The tool is Internet-based and can be accessed at any time so that students can study LAN design at their own pace and convenience. This flexible learning approach contributes positively to distance education and e-learning. The effectiveness of WebLan-Designer is evaluated both formally and informally; positive student and peer feedback indicates that the design and implementation of the tool has been successful and that using WebLan-Designer may have a positive impact on student learning and comprehension.

scholarly journals Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments

2021 ◽  
Vol 11 (4) ◽  
pp. 152
Author(s):  
Sindile A. Ngubane-Mokiwa ◽  
Simon Bheki Khoza
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Course Design ◽  
Learning Experience ◽  
Teaching Presence ◽  
Inclusive Learning ◽  
Information And Communication ◽  
Access Policies

Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty’s lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations.

scholarly journals THE IMPACT OF WHATSAPP TOWARD UAD UNDERGRADUATE STUDENTS’ BEHAVIOR IN LEARNING PROCESS

2020 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Umar Rahaded ◽  
Erna Puspitasari ◽  
Dian Hidayati
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Learning Process ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Descriptive Analysis ◽  
Analysis Technique ◽  
The Impact

WhatsApp is one of the social media that is used to communicate in the learning process. At present, students cannot be separated from their daily activities away from this social media. This opportunity can be utilized as well as possible by the students. This research was conducted to find out of using WhatsApp toward undergraduate students’ behavior in the teaching and learning process. This study was descriptive qualitative research. The data were analyzed using descriptive analysis technique. The data were collected using interviews, observation, and documentation. The aim of this study to analyze the impact of WhatsApp toward undergraduate students’ behavior and to analyze students’ behavior in their learning process. The result of this research showed that are a positive impact on student behavior as it affects the learning process as, students’ sharing knowledge, student preparation for class, attention, student participation in class, student learning, desires to take additional classes or in subject matter and the negative impact such as, students are more focused.

scholarly journals The early impact of initiatives to close attainment gaps at UCL

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Rosalind Mary Duhs ◽  
Julie Evans ◽  
Paulette Williams ◽  
Parama Chaudhury
Keyword(s):  
Systematic Review ◽  
Student Success ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Positive Impact ◽  
Inclusive Curriculum ◽  
Attainment Gap ◽  
University College London ◽  
Minority Ethnic

  This article provides an overview of core aspects of efforts to close the black, Asian and minority ethnic (BAME) attainment gap across University College London (UCL). Although the main ‘Catalyst Student Success’ project focuses on home undergraduate students, at UCL we are also using similar approaches to enhance inclusivity in postgraduate courses. The focus in this paper is nevertheless on undergraduates. The detailed use of student attainment data by the UCL Centre for Teaching and Learning Economics is outlined and discussed to underpin the introduction of the use of UCL’s ‘Inclusive Curriculum Health Check’ (ICHC) – UCL BAME Attainment Project 2018 – as a framework for the initiatives taken by departments. A table with the initial responses from the departments in one faculty is presented and selected points are discussed. The value and potential of the initiatives recommended through the ICHC are explored in a table which links systematic review evidence (Schneider and Preckel, 2017) to the ICHC. Staff actions in partnership with students are designed primarily to have a positive impact on the experience and outcomes of BAME students, but the research evidence suggests that favourable effects will accrue for all students.  

scholarly journals Teaching University students for a Multicultural society

2020 ◽  
pp. 11-31
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Internal Displacement ◽  
University Graduates ◽  
Teaching And Learning Strategies

Throughout the world, the populations of many countries are rapidly becoming more diverse than ever. Population composition is changing, whether measured by ethnicity or race, age or generation, immigration status, or internal displacement. Higher education institutions have an important role in preparing university graduates to interact with diverse groups. This focus guided our study: What teaching and learning strategies might enhance intercultural competence (ICC) among undergraduate students at a university? ICC was considered to be understanding of one‘s own culture as well as the capacity to understand, interpret, and adapt to other cultures. Investigators wanted to collect a set of activities to foster growth in students‘ ICC through knowledge, experience, reflection, and coaching. This project examined 278 scholarly articles to explore the teaching and learning strategies that appear to have made the difference. Using keywords such as multiculturalism, intercultural competence, diversity, higher education, coaching, reflection, service learning, and cultural partners, investigators used academic databases to locate related materials. Research articles were analyzed to locate effective pedagogical practices. The study reported evidence from academic literature about intensive, intentional, and reflective cross-cultural educational experiences that could have a positive impact on the ICC of undergraduate students. Impactful teaching and learning experiences include elements of knowledge, experience, coaching, and reflection. The author suggested specific teaching and learning activities that combine all four elements and may be customized to enhance almost any academic or professional preparation program: cultural autobiography, diversity stories, cultural partnership, and service learning.

scholarly journals Language of Instruction for Teaching Mathematics at Primary Level: Controversy in Pakistan

2018 ◽  
Vol 35 (1) ◽  
Author(s):  
Saira Maqbool ◽  
Mamoona Ghani ◽  
Saima Maqbool
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Poor Performance ◽  
Teaching Experiment ◽  
National Language ◽  
Medium Of Instruction ◽  
School Students ◽  
Primary Level ◽  
The Difference

One of the factors credited to the poor performance of students inPakistan is the medium of instruction used at primary level. More than70 languages are alive languages/spoken languages of Pakistan and itsgovernment is confused which language to select as MOI (medium ofinstruction) at primary level, i.e. Urdu which is the national language ofPakistan. This paper explores the MOI controversy in Pakistan it alsosought to explore the possibilities and effectiveness of using Englishversus Urdu as a medium of instruction for the teaching of Mathematicsin primary schools in Pakistan. A teaching experiment was conducted tocompare the use of English as a medium of instruction with Urdu asmedium of instruction in the teaching and learning of Mathematics tograde 3 class. t-test was applied to find of the difference of the progressbetween two groups, one group taught in Urdu as MOI and second inEnglish as MOI. Major findings of the research indicated that the use ofUrdu as a medium of instruction in the teaching of Mathematics toprimary school students had a more positive impact upon the teaching ofMathematics. This discussion contains language controversy from thepre-partition time (1835-1947) till date in different political regimes tounderstand the causes of disagreement upon the selection of a singleMOI in education. Applicable recommendations were made in the lightof the findings.

Utilization of Smartphones for Retrieving Research Information Resources in Libraries by Undergraduates

2020 ◽  
pp. 328-349
Author(s):  
Jane Igie Aba ◽  
Theresa Osasu Makinde
Keyword(s):  
Academic Performance ◽  
Mobile Devices ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Information Resources ◽  
Smart Phones ◽  
University Staff ◽  
Research Information ◽  
The University

This chapter examined the utilization of smart phones for retrieving research information resources in libraries by undergraduates. The study covers awareness, utilization, benefits, effects, and constraints that affect smart phones for retrieving research information resources by undergraduates. These concepts generally implied that awareness facilitates interest for use. It was concluded that smartphones were used by undergraduate students to retrieve research information resources, and this had positive impact on research out of students will produce positive impact on academic performance of students. It was recommended among others that efforts should be made by the university to inculcate mobile teaching and learning curriculum in to the school syllabuses at the various levels, and library staff, lecturers, and university staff generally should be sensitized and trained in the use of mobile devices for teaching and learning.

scholarly journals Contribution of new technologies to university education: Opinions of communication faculty students on augmented reality applicationsYeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri

2015 ◽  
Vol 12 (2) ◽  
pp. 1536 ◽  
Author(s):  
İdil Sayımer ◽  
Banu Küçüksaraç
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Educational Process ◽  
Theory And Practice ◽  
University Education ◽  
Interactive Learning Environment ◽  
The Real

<p>The development of technology innovatively and globally has influenced the field of education as well as all the industries and commeneced entailment of profound changes at all stages of education. In this context, it is observed that varied disciplines in universities are supporting their traditional educational methods with many new technologies in effort to provide appropriate new-era-training to the new generation of students who effectively use communication technologies. Many researches conducted in recent years indicate that technology enhances and enriches teaching and learning practices while contributing to create a collaborative and interactive learning environment. One of the new technologies that considered having a potential of providing new methods to education and introducing new pedagogical value is "Augmented Reality".</p><p>Augmented Reality (AR) stands out as one of the new technologies that combines the virtual world with the real world with its feature of  transfering the virtual information to real environment in real time. As AR technology commenced to be used increasingly in many industries including defense and medicine and in many areas and disciplines including advertising and marketing, inevitably it will be used widely in educational processes because of its positive impact on teaching and learning methods. There are new studies in the direction of that AR fills the gap between theory and practice with its visuality and creativity based educational process with its feature of integrating the real with the virtual AR in the educational process, so that it simplifies and deepen the learning.</p><p>This study aimes to explore awareness and interest levels, and practical skills of communication faculty students in Turkey on AR applications. It is important to determine the ideas and skills to use technology of this group to be able to make a new student-centered education planning for students who are one side of the education process. Hence a research was conducted with the undergraduate students of communication faculty in which the departments have creativity based disciplines and use visual technologies. The research sample consists of students of five departments in Faculty of Communication at Kocaeli University. Data were collected from online questionnaires filled out by the students at the beginning of 2015 fall semester. The research is evaluated with its findings as a comperative study revealing the different approaches to the subject among the students who study in varied departments. In the study there are suggestions on AR’s contribution to the learning process along with the assessment made in the framework of the findings.</p><p> </p><p><strong>Özet</strong></p><p>Teknolojinin yenilikçi ve küresel biçimde gelişimi tüm sektörleri olduğu gibi eğitim alanını da etkilemiş, eğitimin tüm aşamalarında köklü değişiklikleri zorunlu kılmaya başlamıştır. Bu bağlamda üniversitelerde farklı disiplinlerin, iletişim teknolojilerini etkin biçimde kullanan yeni nesil öğrencilere çağa uygun eğitim vermek için geleneksel eğitim öğretim metotlarını birçok yeni teknoloji ile destekledikleri görülmektedir. Son yıllarda yapılan birçok araştırma teknolojinin öğretme ve öğrenim pratiklerini geliştirip zenginleştirdiğini, aynı zamanda işbirlikçi ve karşılıklı etkileşim sağlayan öğrenim ortamı yaratmaya katkı sunduğunu göstermektedir. Eğitim alanına yeni metotlar sağlama ve pedagojik değer sunma potansiyeli taşıdığı düşünülen yeni teknolojilerden biri de “Artırılmış Gerçeklik”tir.</p><p>Artırılmış Gerçeklik (AG), sanal enformasyonu gerçek zamanda gerçek ortama aktarabilme özelliği taşımasından dolayı gerçek dünya ile sanal dünyayı birleştiren yeni teknolojilerden biri olarak öne çıkmaktadır. Savunmadan sanayiye, tıptan reklam ve pazarlamaya birçok alan ve disiplinde giderek artan oranda kullanılmaya başlanan AG teknolojisinin eğitim ve öğrenme üzerindeki olumlu etkileri nedeniyle eğitim süreçlerinde de yaygınlaşması kaçınılmaz olacaktır. AG’nin gerçek olanla sanal olanı bütünleştirme özelliği taşımasına bağlı olarak eğitim sürecinde görselliği ve yaratıcılığı temel alarak teori ile pratik arasındaki boşluğu doldurduğu, dolayısıyla öğrenimi kolaylaştırıp derinleştirdiği yönünde yeni çalışmalar mevcuttur.</p><p>Bu çalışmada, Türkiye’de iletişim fakültesi öğrencilerinin AG uygulamaları hakkındaki farkındalık ve ilgi düzeyleri ile uygulama becerilerini keşfetmek amaçlanmıştır. Eğitim öğretim sürecinin taraflarından biri olan öğrencilere yönelik öğrenci merkezli yeni öğretim planlamaları yapabilmek için bu grubun düşünceleri ve teknoloji kullanma becerilerini saptamak önemlidir. Buradan hareketle görsel teknolojileri kullanan ve yaratıcılığın temel alındığı disiplinlerin yer aldığı iletişim fakültesi lisans öğrencileri üzerine bir araştırma yapılmıştır. Araştırmanın örneklemi Kocaeli Üniversitesi İletişim Fakültesi'nde bulunan beş bölümün öğrencilerinden oluşmaktadır. Veriler öğrenciler tarafından 2015 Güz dönemi başlangıcında doldurulan çevrim içi anket aracılığıyla toplanmıştır. Araştırmanın bulguları farklı bölümlerde öğrenim gören öğrencilerin konuya yaklaşımları arasındaki farklılıkları da ortaya koyan karşılaştırmalı bir çalışma olarak değerlendirilmektedir. Çalışmada bulgular çerçevesinde yapılan değerlendirme ile birlikte AG’nin öğrenim sürecine katkıları konusunda da öneriler yer almaktadır.</p>

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