scholarly journals Book Review of "Mindful Teaching and Learning: Developing a Pedagogy of Well-Being"

2016 ◽  
Vol 46 (1) ◽  
pp. 179-181
Author(s):  
Janine Jongbloed
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Mindful Teaching

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Book Review: Shifting Paradigms in Student Affairs: Culture, Context, Teaching, and Learning

NASPA Journal ◽  
1997 ◽  
Vol 34 (4) ◽  
Author(s):  
Carney Strange
Keyword(s):  
Student Affairs ◽  
Teaching And Learning

Are you the kind of person who yawns through a conference schedule to automatically eliminate any program containing pedagogy, Eurocentric, praxis, emergent or hegemonic in the title? Does the word paradigm evoke images of Andy Rooney whining at the end of "60 Minutes" about having to learn new things all over again ("When will it stop shifting?"), just because somebody cooked up a fancy word for describing how we think? If this whole discussion about changing worldviews sends you packing for a couple of pills of super-strength Tylenol, then 'Shifting Paradigms' may not be for you. If, however, you are the perceptive sort who has become genuinely and increasingly frustrated with the fact that the old, "tried and true" ways of doing things just do not seem to work all that well anymore, then this book might just offer a means for understanding how and why a change in our thinking is a must for continuing survival today's world.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

Book Review: We Know More Than We Can Tell A Review of the Second Handbook of Research on Mathematics Teaching and Learning

2008 ◽  
Vol 39 (5) ◽  
pp. 552-561
Author(s):  
John A. Dossey
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Information Age ◽  
National Council ◽  
Mathematics Teaching And Learning

Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics. (2 volumes). Frank K. Lester Jr. (Ed.) (2007). Charlotte, NC: Information Age Publishing, 1363 pp. ISBN 978-1-59311-176-2 (pb) $350.00 (U.S.) per set. ISBN 978-1-59311-177-9 (hb) $499.00 (U.S.) per set.

Book Review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls

Open Praxis ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 569
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Teaching And Learning ◽  
South Pacific ◽  
The South ◽  
The University ◽  
Learning With Technology

Book review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls, edited by Som Naidu and Sharishna Narayan and published in 2020 by The University of the South Pacific Press.

Determining Major Stressors for Students at a Private Medical College in Lahore, Pakistan, Using MSSQ.

2021 ◽  
Vol 15 (9) ◽  
pp. 2880-2886
Author(s):  
Syed Hussain Raza Zaidi ◽  
Sara Mukhtar ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Tayyaba Azhar ◽  
...  
Keyword(s):  
Medical Student ◽  
Teaching And Learning ◽  
Well Being ◽  
Cross Sectional Study ◽  
Mental Wellbeing ◽  
Mild Stress ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Undergraduates ◽  
Moderate Stress

Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrapersonal, teaching and learning, social, drive and desire, and group activities related stressors. The students were further asked to answer questions related to their gender, study routine and physical activity. They were also asked about family and social support available to them. SPSS software version 23 was utilized for data analysis. Results: Data revealed that the 2nd and 3rd year students regard academic related stressors as the most bothersome for them, whereas the desire related stressors were regarded by them as causing mild to moderate stress. The remaining four domains were rated as causing only moderate stress. 1st year students graded the academic related stressors as the cause of most stress for them, while the teaching and learning related stressors, interpersonal related stressors and social related stressors were rated less than it. Drive and desire related stressors were regarded as causing mild stress. When we compared the data from all three years, we found that group activates related stressors were regarded as least stressful by 3rd year students. 3rd year MBBS students rated the intrapersonal & interpersonal stressors, social related stressors, drive and desire related stressors and group activity related stressors at a level that was lower than the 1st & 2nd year MBBS students. Conclusions: Academic related stressors and teaching and learning related stressors were rated as being most stressful by students of all three years. Institutions should take to make the learning environment less stressful for the students as continued stress can adversely affect the health and mental well-being of the students. Keywords: Undergraduate Medical Students, Stress, Medical student stressor questionnaire (MSSQ)

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