scholarly journals Implementación del método de aprendizaje activo y colaborativo en las prácticas de laboratorio de Materiales Ecoeficientes en modalidad virtual

2021 ◽  
Author(s):  
Cristina Pavon ◽  
Miguel Aldas ◽  
Maria Dolores Samper ◽  
Juan López-Martínez
Keyword(s):  
Decision Making ◽  
Collaborative Learning ◽  
Laboratory Practice ◽  
Face To Face ◽  
Active And Collaborative Learning ◽  
Second Year ◽  
Characterization Of Materials ◽  
The University ◽  
Academic Year

During the 2020/21 academic year, the active and collaborative learning methodology was implemented in the development of a laboratory practice of the Eco-efficient Materials course of the second year of the University Master's Degree in Engineering, Processing and Characterization of Materials, in virtual modality. The use of this methodology aims to promote student participation and increase their level of responsibility in the laboratory practice, making use of the advantages of a virtual modality. Before carrying out the practice, students were given a script and then an explanatory session and resolution of doubts was held. The practices were carried out in a virtual and synchronous way. The students were responsible for setting the parameters and the teacher was in charge of reproducing them in the laboratory. The objective of this work was to observe the behavior of the students in decision-making, to appreciate if they acquired the necessary knowledge for the development of the practice and to solve the problems that may arise during it. Subsequently, the learning methodology between a virtual and a face-to-face modality was compared, and an active and collaborative learning methodology was developed that can be applied in either of the two scenarios.

scholarly journals Aprendizaje basado en proyectos en la obtención de papel reciclado en la asignatura de Materiales Ecoeficientes

2021 ◽  
Author(s):  
José Miguel Ferri Azor ◽  
Harrison De La Rosa Ramirez ◽  
María Dolores Samper Madrigal ◽  
Juan López Martínez ◽  
Marina Patricia Arrieta Dillón
Keyword(s):  
Information Search ◽  
Project Based Learning ◽  
Recycled Paper ◽  
Laboratory Characterization ◽  
Recycle Paper ◽  
Second Year ◽  
Characterization Of Materials ◽  
The University ◽  
Academic Year

During the 2019/2020 academic year, project-based learning has been introduced in the development of a laboratory practice of the Eco-efficient Materials subject, given in the second year of the University Master's Degree in Engineering, Processing and Characterization of Materials to obtain recycled paper. The practice was carried out during 3 sessions in groups of 3 students. Prior to the practice, the teacher made a guide on how to recycle paper and the students looked for information to help themself to determine whether if they would add some fillers or another additives in order to optimize the product obtained. Therefore, they were who decided on what the composition of the recycled paper would be. The objective of doing the practice in this way was to observe the students abilities for information search, decision making and the development of the final product and its characterization. An improvement was observed in the students' abilities to handle the laboratory characterization equipments, and more confidence in making decisions.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals Vocational- Education Students' Attitudes towards Their Academic Specialization in Jordan

2021 ◽  
Vol 16 (3) ◽  
pp. 10-24
Author(s):  
Mohammad Omar Al-Momani ◽  
Keyword(s):  
Vocational Education ◽  
Education Students ◽  
First Semester ◽  
Descriptive Approach ◽  
Second Year ◽  
Students Attitudes ◽  
The University ◽  
Academic Year ◽  
Study Plan ◽  
Academic Specialization

The aim of the study was to identify the attitudes of vocational education students at Al-Balqa Applied University towards enrollment in their academic specialization from their perception, relating them to variables such as gender, the student’s academic year, and academic rating. A descriptive approach was used with a questionnaire which comprised 33 items that measured the students' attitudes towards the vocational education specialization. The study comprised 221 male and female students to whom the questionnaire was distributed in the first semester of the academic year 2019-2020. The study found that the students' attitudes towards the vocational education specialization for the instrument as a whole were positive: 24 items obtained positive attitude scores and 9 items showed an average attitude. It was found that there were no statistically significant differences among vocational-education students’ attitudes towards their enrollment in their academic specialization in terms of the study variables: gender; the student’s academic year (first and second year, third and fourth year); or academic rating (acceptable, good, very good, and excellent). It was also found that there were no statistically significant differences among the vocational education students' attitudes towards their enrollment in their academic specialization. These differences are attributed to the study variables: gender, academic year, and academic rating. It is recommended that: the study plan should be developed to be more comprehensive, and incorporates a diversity of experiences, knowledge, and activities to achieve differentiation of the student's personality. This requires the university and the college to provide diverse and flexible activities to suit the characteristics of students in light of the principles of respecting, meeting and satisfying their inclinations and desires.

scholarly journals COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

2020 ◽  
Vol 10 (9) ◽  
pp. 226 ◽  
Author(s):  
Sergio Nogales-Delgado ◽  
Silvia Román Suero ◽  
José María Encinar Martín
Keyword(s):  
Chemical Engineering ◽  
University Teaching ◽  
Face To Face ◽  
Virtual Tools ◽  
Teachers And Students ◽  
E Learning ◽  
The Government ◽  
Online Library ◽  
The University ◽  
Academic Year

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.

scholarly journals Facilitating a Face-To-Face Tandem Language Exchange on a University Campus

2015 ◽  
pp. 288-299 ◽  
Author(s):  
Marie-Thérèse Batardière ◽  
Catherine Jeanneau
Keyword(s):  
Language Learning ◽  
Cultural Awareness ◽  
Linguistic Diversity ◽  
University Campus ◽  
Language Competence ◽  
Face To Face ◽  
Internationalisation Of Higher Education ◽  
The University ◽  
University Settings ◽  
Academic Year

As the 21st century progresses and the internationalisation of higher education is gaining momentum, encouraging students’ intercultural communication has become of paramount significance. A Tandem Language Exchange (TLE) is among a number of initiatives taken by the Language Learning Hub (LLH) at the University of Limerick (UL) to bring together foreign and home students. The TLE takes place in both semesters of the academic year, attracting over two hundred students including UL undergraduates and some postgraduates as well as international students of many nationalities. It is offered across faculties (Humanities, Business, Education, and Engineering) to students with levels of second language competence ranging from elementary to advanced. Drawing on the empirical data collected at various stages of the TLE, this study first looks at some of the organisational and pedagogical challenges encountered during 15-years of experience of pairing foreign and home students. It then presents the various means of support that the LLH has put into place to raise cultural awareness and encourage linguistic diversity among students. Finally, it puts forward some recommendations for implementing this type of peer-to-peer language exchange in university settings.

scholarly journals Dental students’ learning attitudes and perceptions of YouTube as a lecture video hosting platform in a flipped classroom in Korea

2018 ◽  
Vol 15 ◽  
pp. 24 ◽  
Author(s):  
Chang Wan Seo ◽  
A Ra Cho ◽  
Jung Chul Park ◽  
Hag Yeon Cho ◽  
Sun Kim
Keyword(s):  
Flipped Classroom ◽  
Learning Opportunities ◽  
Dental Students ◽  
Face To Face ◽  
Learning Attitudes ◽  
Video Lectures ◽  
Delivery Platform ◽  
Second Year ◽  
Lecture Videos ◽  
Academic Year

Purpose: The aim of this study was to confirm the applicability of YouTube as a delivery platform of lecture videos for dental students and to assess their learning attitudes towards the flipped classroom model. Methods: Learning experiences after using the YouTube platform to deliver preliminary video lectures in a flipped classroom were assessed by 69 second-year students (52 males, 17 females) at Dankook University College of Dentistry, Korea, who attended periodontology lectures during 2 consecutive semesters of the 2016 academic year. The instructor uploaded the lecture videos to YouTube before each class. At the end of the second semester, the students were surveyed using a questionnaire devised by the authors. Results: Of the students, 53 (76.8%) always watched the lecture before the class, 48 (69.6%) used their smartphones, and 66 (95.7%) stated that they watched the lectures at home. The majority of the students replied that the video lectures were easier to understand than face to face lectures (82.6%) and that they would like to view the videos again after graduation (73.9%). Conclusion: Our results indicate that YouTube is an applicable platform to deliver video lectures and to expose students to increased learning opportunities.

L’apprentissage confiné

2021 ◽  
pp. 165-172
Author(s):  
Martine VERJANS
Keyword(s):  
Lifelong Learning ◽  
New Technologies ◽  
Working Environment ◽  
Professional Life ◽  
Classroom Teaching ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
The University ◽  
Academic Year

The University of Hasselt or UHasselt has a long tradition of didactic innovation. From its inception in 1972, the academic year was divided into six six-week periods with only a few courses in each period ending with a final assessment. Subsequently, internships were scheduled from the beginning of the course so that students would have the most concrete picture possible of their future working environment. In the early 2000s, it was decided that the training of students should prepare them as well as possible for a professional life integrating lifelong learning. In addition, their training should make maximum use of the possibilities offered by new technologies. At the same time, the university was instructed to examine how much and how different disciplines could use self-directed learning while reducing the volume of on-campus courses. The proposed target was one third face-to-face and two thirds self-directed. The calculation tool was the ECTS where one credit could only count for 27 hours. For a subject such as "Business French", which weighed six ECTS, this meant 54 hours of classroom teaching and 108 hours of autonomous teaching.

High Temperature Broadband Dielectric Properties Measurement Techniques

1992 ◽  
Vol 269 ◽  
Author(s):  
Octavio M. Andrade ◽  
Magdy F. Iskander ◽  
Shane Bringhurst
Keyword(s):  
High Temperature ◽  
Dielectric Properties ◽  
Measurement Techniques ◽  
Frequency Range ◽  
University Of Utah ◽  
Microwave Characterization ◽  
Characterization Of Materials ◽  
The University

ABSTRACTThis paper discusses theoretical and practical aspects of the development and implementation of various measurement techniques for high-temperature broadband microwave characterization of materials at the University of Utah. Objectives include materials measurements in the frequency range from 45 MHz to 12 GHz and for temperatures as high as 1000°C.

scholarly journals The university student experience of face-to-face and online discussions: coherence, reflection and meaning

2007 ◽  
Vol 15 (1) ◽  
Author(s):  
Robert A. Ellis ◽  
Peter Goodyear ◽  
Agi O’Hara ◽  
Michael Prosser
Keyword(s):  
Social Work ◽  
Student Experience ◽  
Social Work Students ◽  
University Student ◽  
Online Discussions ◽  
Face To Face ◽  
University Experiences ◽  
Second Year ◽  
The University

This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued for some time after online. This study used closed-ended questionnaires to investigate what students thought they were learning through discussions (their concepts), and how they engaged in the discussions face-to-face and online (their approaches). Significant associations were found among students’ concepts of discussions, approaches and levels of achievement. The results suggest that students who do not understand how discussions can help them to interrogate, reflect on and revise their ideas tended not to approach either face-to-face or online discussions in ways likely to improve their understanding or their levels of achievement. This type of insight is critical for teacher/designers wishing to create university experiences in which discussion is used to promote learning.DOI: 10.1080/09687760601130057

Integrating International Video Chat into the Foreign Language Curriculum

2015 ◽  
Vol 5 (2) ◽  
pp. 72-84 ◽  
Author(s):  
Tasha N. Lewis ◽  
Holly Schneider
Keyword(s):  
Foreign Language ◽  
Real Time ◽  
Language Curriculum ◽  
Face To Face ◽  
Exchange Program ◽  
Foreign Language Curriculum ◽  
Video Chat ◽  
University Level ◽  
Second Year ◽  
The University

This article is a description of face-to-face real-time international virtual language exchanges that have been integrated into first and second year Spanish courses at the university level. The focus of this article is to explain the origins of the virtual language exchange, its implementation into the program-wide curriculum, its effect on students, and to explain in detail how a session operates. The success of the virtual language exchange program is evident based on an analysis of video captured dialogues, coordinator and facilitator observations of the program, as well as participant feedback about the experience. The content and methodology of this article are adaptable to any second/foreign language course.

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