scholarly journals Tutoring Social Sciences learning

2016 ◽  
Vol 3 (1) ◽  
pp. 60
Author(s):  
Sara Prades Plaza
Keyword(s):  
Learning Process ◽  
Bologna Process ◽  
Adult Life ◽  
Educational Innovation ◽  
Professional Autonomy ◽  
Independent Learning ◽  
Educational Models ◽  
Teaching Innovation ◽  
Experience Teaching ◽  
The Bologna Process

<p class="Capalera1">This paper seeks to vindicate the role of mentoring in teaching, having proven to be a tremendous tool for effective communication and personal relationship with individual students. Exhibited an innovative educational experience conducted with students of degree in Early Childhood Education from the Universitat Jaume I, trying to promote the continuous character of the orientation process from the first years of training to adult life and employment, including the importance of enhancing the relation between the different educational levels.</p><p class="Capalera1">We also wanted to expose that much more than the task of transmitting information and knowledge, mentoring is essential in all educational models that are based on self-learning new trends, including the Bologna process. Therefore, we believe that mentoring is the crux of a new learning model based on personal and professional autonomy. This approach to work is based on a philosophy of autonomous learning that aims to meet the need for cognitive maturation of university students and improve their educational guidance.</p><p class="Capalera1">With this experience teaching innovation we have sought to improve our academic methodology, giving a strong weight to the tutoring, both onsite and virtual. We also have tried to encourage teamwork in groups and independent learning. Thanks to these improvements, we have continuously evaluated the students, while students self evaluate their learning process. In summary, the proposal of educational innovation that we have carried out has shown the need to promote a system of mentoring to advise, guide and support students in their learning process.</p>

scholarly journals O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

2019 ◽  
Vol 27 ◽  
pp. 74 ◽  
Author(s):  
Dora Simões ◽  
Paula Faustino
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Communication Technologies ◽  
Ease Of Use ◽  
Public Higher Education ◽  
Information And Communication ◽  
The Bologna Process

This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT. 

scholarly journals Digitisation and Language Technologies in the Learning Process of Information Sciences

2010 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Hrvoje Stančić ◽  
Sanja Seljan ◽  
Jadranka Lasic-Lazic
Keyword(s):  
Learning Process ◽  
Student Mobility ◽  
Bologna Process ◽  
Computer Assisted ◽  
Automatic Translation ◽  
E Learning ◽  
University Level ◽  
The University ◽  
The Bologna Process ◽  
Information Sciences

The authors discuss the need for digital content that represents the basis for multilingual and multi­cul­tural environment enabling multilingual information retrieval and computer-assisted translation. The authors examine the learning process of information sciences at Croatian university level education in correlation with the European context. The problem of multilingualism in the information society has been investigated in the context of the Bologna process and the requirement of the student mobility as well as in the context of different EU standards, action plans, and framework programmes. Further, the authors describe e-learning environment implemented at the university level, give the results of the re­search made among the users of the system, and discuss the potential problems considering the digitisa­tion in the process of preparation of the materials in order to enable the application of language technolo­gies for automatic translation suitable in the student mobility environment.

scholarly journals Aspects of Teaching the Georgian Language to Non-Georgian Speakers

2021 ◽  
Author(s):  
Guram Gvenetadze
Keyword(s):  
Language Development ◽  
Academic Writing ◽  
Learning Process ◽  
Bologna Process ◽  
Oral Communication ◽  
Scientific Field ◽  
Professional Activities ◽  
Policy Models ◽  
High Scientific Level ◽  
The Bologna Process

Socialization of students, their proper preparation for professional activities exactly corresponds to the spirit of the Bologna Process. That is why it became the basis for our learning process. Besides, our frenetic aspiration to integrate into the Euro-Atlantic space obliges us to follow the mentioned activity. Therefore, it is absolutely clear that we have already established a new scientific field – communicology. The eminent scholars, such as professors of Georgian Technical University Temur Jagodnishvili and Ivane Jagodnishvili laid the firm foundation for the development of the mentioned field. The books published by them: "Oral Communication," "Written and Oral Communication," "Academic Writing" or other textbooks are of the same level as the works of European and Russian textual critics, where the authors' concepts, findings, and methods establish the requirements of the modernity at a high scientific level. In the process of teaching the Georgian language, we pay special attention to the use of specific elements of non-Georgian speakers; for instance, determining the ways of language development and its management, clarifying the issue of language prestige, specifying its role in determining nationality, finding and establishing valid language policy models.

A Paradigm in Transition

2011 ◽  
pp. 58-66
Author(s):  
Pablo Murta Baião Albino ◽  
Fernando González Gatica ◽  
José Enrique Armendáriz-Iñigo
Keyword(s):  
European Union ◽  
Learning Process ◽  
Bologna Process ◽  
The European Union ◽  
New Paradigm ◽  
Leading Role ◽  
Education Levels ◽  
Physical Barriers ◽  
Educational Paradigm ◽  
The Bologna Process

The traditional teaching process at higher education levels has changed in the European Union since the arrival of the “Bologna Process”. Under this new paradigm, professors are no longer the knowledge transmitters but also guides that must encourage students to generate knowledge. Hence, it is crucial to generate certain skills that will let them learn throughout all their lives, especially in the ability to search information that solves a certain problem. At this point is where it comes in hand the acquisition of ICT skills; since the learning process can surpass the physical barriers of the classroom and is an effective tool for solving problems. In this chapter, the authors address this new change in the educational paradigm focused on the European Union and taking into account the leading role of ICT in this learning process.

scholarly journals Digital Signage: An Experience of Innovation in Higher Education

2015 ◽  
Vol 2 (2) ◽  
pp. 1 ◽  
Author(s):  
Vanessa Roger-Monzó ◽  
María Guijarro-García ◽  
Myriam Martí-Sánchez
Keyword(s):  
Public Relations ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Educational Innovation ◽  
Content Management ◽  
Independent Learning ◽  
Digital Signage ◽  
Teaching Innovation ◽  
Work Structure ◽  
Constructing Knowledge

<p class="Ttuloresumen">This project on teaching innovation was developed in ESIC Business &amp; Marketing School Valencia and is based on the educational opportunities provided by Digital Signage. This paper describes the different phases undertaken to implement a flexible teaching method that counted on the participation of 43 third-year undergraduate students of Communication and Public Relations during two consecutive academic years (2013-2015). The objectives of this project are to promote educational innovation through the creation of a work structure led by teachers and to encourage students´ independent learning in the process of constructing knowledge through the development of the most appropriate visual designs for the transmission of information and advertising messages from the school. To achieve this, students have used Photoshop, Flash and Premiere software. The obtained results show that this project helps to encourage assimilation and implementation of key concepts in the field of creativity, graphic design and content management. The project also supports that teachers involved in the project should improve education quality by pooling and making the most of the best practices they have implemented on new methodologies in teaching and the development of their subject matters.</p>

scholarly journals Research on the possibility of improving technical higher education through the parties involved in the Bologna Process

2017 ◽  
Vol 2 (1) ◽  
pp. 35-44
Author(s):  
Călin Ciprian Oțel ◽  
Violeta Firescu
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Applied Research ◽  
Practical Knowledge ◽  
Bologna Process ◽  
Educational Process ◽  
Technical University ◽  
The Bologna Process

Abstract Through this paper, the authors have propose to briefly illustrate the shift from the “approach of knowledge as a product” to the “approach of knowledge as a process”, conducted through the Bologna Process in technical higher education. In this latter approach, the emphasis is on student rather than on teacher, as it is in the case of traditional higher education. The applied research was conducted at the Satu-Mare Branch of the Technical University of Cluj-Napoca through the project “Specialists for Satu-Mare” and the survey was used as method and the questionnaire as tool. The information gathered through the questionnaires distributed to both parties involved: students and teachers were analyzed. The aim of the research is to identify possible malfunctions and to propose recommendations for improving interactions in the educational process. The most important findings are: the need for the learning process to transfer especially practical knowledge and the promotion of “Professor Bologna's portrait” among teachers obtained as a result of applied research.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

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